EDITORIAL. 205 



is held that a reasonable following of students is usually an aid to 

 research and not a hindrance. Both presidents agree that the inves- 

 tigatoj and the results of his work are more fully realized when he 

 couples with his investigation in a restricted way the work of the 

 teacher. 



President ITadley cautions against the danger of creating a sepa- 

 rate or privileged class of research professors, '' In some univer- 

 sities,'' he says, " there is a tendency to set some men apart for dis- 

 covering new truth, while employing other men to teach old truth. 

 This is a mistaken policy. We are not dealing with an ordinary 

 case of division of labor. The chief argument for division of labor 

 is that it makes each man more expert and more efficient in his owii 

 field of work. Tn university Avork, however, the nian who tries to 

 investigation distributed as widely as possible throughout the teach- 

 who attempts to teach without investigating becomes a worse teacher 

 instead of a better one. We want the opportunities for research and 

 investigation distributed as widely as i)ossible throughout the teach- 

 ing force and the student body. We want to impress upon e\ery 

 man that teaching and discovery are both done at their best when 

 done in combination.'"' 



P)ut in making this statement President Haclley evidently refers 

 to teaching in a broad sense, for he explains that " not every man 

 should be compelled to lecture to classes, whether he is able to do so 

 or not." There is a great deal of valuable teaching which is not done 

 in the class room, or even in the laborator3\ There are some men 

 who teach best l)v their writings, their conversations, their intelligent 

 suggestions for the work of others; but they should understand that 

 they are part of the teaching force, and are simply doing their teach- 

 ing in a diiferent way from other men. Instead of setting such a 

 man apart as a research professor, we should let him understand that 

 withdrawal from the lecture room and relief from the duties of sujDer- 

 vising elementar}^ students carry with them a larger obligation to 

 publish as fully as possible the results of all discoveries; to organize 

 departments intelligently; to train up young men who can teach; 

 and to make liberal room for such men, instead of trying to get in 

 their way Avhen their work becomes popular. 



In this sense all our experiment station workers are teachers, and 

 it is one of their most important functions. The Hatch Act itself 

 requires it, and their teaching has not stopped with the bulletins and 

 reports prepared in the line of regular duty. 



A recent somewhat incomplete summary of their writings in per- 

 manent book form shows nearly 400 treatises, l)y 200 authors con- 

 nected with the colleges and stations. These books cover practically 

 the whole realm of agricultural science and practice, and draw largel}'^ 

 upon tlie work of the stations. They indicate in a striking manner 



