EDITORIAL. 505 



sented by the experiment station, and already the feeling seems to 

 prevail in man}- colleges that investigation will practically be con- 

 fined to the station. Leastwise the investigation at the agricultural 

 colleges appears to be limited more and more to those men who are 

 connected with the experiment station. 



It is a noticeable fact that comparatively few meml^ers of the col- 

 lege faculties who are free from station affiliations are giving much 

 individual attention to research. The encouragement of research as 

 one function of the Avhole faculty, and the expectation that some at- 

 tention will be given in that direction, seem to find but little expres- 

 sion at many of our colleges, and the routine of the college j^ear is 

 allowed to absorb the whole time and attention. Apart from the 

 productivity of the college in a broader sense, the effect of this upon 

 the teaching force is especially important. AVhether or not some 

 form of research is entered upon, it is quite certain that the teacher 

 should have some definite activity outside the routine of his college 

 duties, in order to maintain his vigor and freshness for his teaching; 

 and because this is voluntary it is no less essential that it should not 

 be overlooked. 



The beneficial effect upon the teacher of conducting some form of 

 research is generally conceded. Such effort is encouraged in the 

 larger educational institutions, and in a measure determines a man's 

 standing within the institution and among the coworkers in his 

 specialty. Research or other productive activity is expected of him 

 as a scholar or a man of science. 



The effect of such activity in the case of the agricultural instructor 

 would seem to be especially vitalizing and inspiring. The large 

 amount of investigation now being conducted gives him a point of 

 contact, and the wide range and countless number of subjects which 

 the field presents give great choice for selection. Any man who con- 

 siders intimately the status of the theory of agriculture in relation to 

 the art must be impressed with the abundant opportunity for pro- 

 ductive study, and suggestions will thrust themselves upon him. We 

 have only made a bare beginning in getting at the fundamental reason 

 for the theory that is taught. This is based to very large degree on 

 purely empirical data and the results of experience. The thoughtful 

 teacher will have constantly presented to his mind the question as to 

 the real explanation and meaning of the things he teaches. 



If wc seek the explanation of this paucity of investigation we arc 

 confronted first with the unusually heavy teaching duties required in 

 the agricultural colleges, as compared with those in many of the insti- 

 tutions. Probably in no class of institutions of similar grade have the 

 teaching duties been more absorbing, and as the agricultural courses 

 have increased in popularity the size of the teaching force has not 

 always kept pace. There is, however, a greater liberality in the 



