178 THE POPULAR SCIENCE MONTHLY. 



from the combination of teacjiing and research. Should it occa- 

 sionally really happen that an academical teacher interested in his 

 scientific research should not pursue his teaching with due dili- 

 gence, we should not therefore surrender a relation that has been 

 developed among us by historical growth. We should not over- 

 look the fact that in the long run the men most active in research 

 are likewise the best teachers we can get. Exceptions may be 

 adduced by which it may appear that some very eminent men of 

 science have had no inclination or knack for teaching. But it is 

 still true, on the whole, that the heart for research and the heart 

 for teaching are intimately related, and therefore, as a rule, appear 

 together. The testimony of history leaves no doubt that tlie 

 strongest influences upon the training of youth have till now been 

 exerted by those who have at the same time had leading positions 

 in the scientific world. I call to mind at this moment Kant and 

 Schleiermacher, to whose names a long list might be added from 

 all the faculties, who would confirm the principle that scientific 

 activity and the talent for teaching run parallel with one another. 

 No more, on the other hand, should we fear that an excess of 

 scientific training is of itself dangerous to students that is, that 

 it will interfere with their practical career. It is rather true as 

 to this point in general that the more fundamental the scientific 

 training, and the greater the interest in science which any one 

 acquires at the university, the better is he prepared for practical 

 life. It may, indeed, happen that interest will be weakened in a 

 profession neglected on account of engagement in scientific work. 

 This may not rarely occur with the attendants of the philosoph- 

 ical faculty, and the young teacher who has been led to historical, 

 philological, mathematical, or scientific research at the university, 

 and has become interested in them, may feel as if he were not in 

 his right place when he is put over a class of boys to give them 

 elementary instruction, and the work may seem at first insignifi- 

 cant and beneath him. But if he is the right man he will put 

 himself right at once, and his scientific interest will not make his 

 school work a whit harder. On the other hand, if he has time and 

 strength left after his school work (and he must, unless his posi- 

 tion imposes an unreasonable burden upon him), he will soon 

 learn how great a treasure he has in a field of occupation which 

 lies outside of his daily routine like a garden of flowers and 

 herbs outside of the cornfield of his school in which he can re- 

 cruit himself after the toil and heat of the day. There is no better 

 protection against falling into listless routine and absorption in 

 the minute interests of the day than continuous participation in 

 scientific work coming back into the upper story, as a friend of 

 mine who thus varied his daily life was accustomed to describe 

 it. The school will likewise learn how well it is served by teach- 



