Abstract
Lord Fleck who died in London on 6 August 1968 was most widely known as a distinguished leader in chemical industry and as Chairman of Imperial Chemical Industries Ltd from 1953 to 1960. It was very apparent, however, to all with a closer acquaintance with him, that he could have been just as successful in other fields. In early life, following his outstanding scientific researches at his university, a promising academic career had been open to him and, later, the keen mind, sound judgement and gifts of leadership, shown in the many and diverse official enquiry committees which he chaired, were clear evidence of the wide range of his capabilities. But, to those who were privileged to work with him or to know him really well, admiration of his abilities and achievements gave second place to affection for the man himself and to profound respect for the concern about people, individually and collectively, which motivated his whole life. Alec Fleck had very definite views on the place and responsibilities of science and scientists in society. Although he fully appreciated the fascination and value of scientific discovery for its own sake, he felt that it should be the primary duty of a considerable proportion of scientists, including the most able, to apply their skill and knowledge to practical objectives aimed at the welfare and happiness of mankind. Among these objectives he ascribed particular importance to elimination of social ills which, ironically, can so easily arise as byproducts of industrial progress; for example, air and water pollution, waste accumulation and unpleasant or dangerous jobs for plant operators. Fleck believed that more senior positions with policy-making responsibilities in industry and the public services could, with advantage, be filled by people with a first-class scientific background and advocated that company organization and staff policy should be such as to give maximum opportunity to able young scientists to widen their experience and interests. He was also of the opinion that educational establishments could do far more to widen the outlook of science students by stimulating their interest in history, politics, economics and general world affairs.