APPENDIX A LVII 
ates have pursued courses of study in Germany and have brought back 
with them the German ideal. Besides, such is the geographical posi- 
tion of Canada with regard to the United States, and such the com- 
munity of social and intellectual life, that the universities of these 
two countries must inevitably develop along parallel lines; and hence, 
if for no other reason, we may look forward to the gradual extension 
here of the research movement which is already so widespread in the 
neighbouring republic. 
That a natural and healthy demand for this kind of work already 
exists may, I think, be inferred from the success which has attached 
to the recent establishment of the doctorate degrees in certain univer- 
sities, but still more perhaps from the fact that for some years it has 
been customary in some cases to direct honour students in the final 
year of the B.A. course to the work of research. In illustration of 
what has been accomplished in this way I may state that some of the 
papers presented in Section III. at the present meeting have been 
prepared by undergraduates in arts in the University of Toronto. But 
whatever may be the ultimate outcome of the research movement with 
us, permit me to repeat what I have already said in another connec- 
tion, namely, that the Ph.D. should not be given without the presenta- 
tion of a satisfactory thesis, and that such research should be pub- 
lished before the degree is awarded. 
I have confined my remarks up to this point almost wholly to 
the historical aspect of the question, but it will perhaps not be out 
of place for me to point out in conclusion some of the advantages 
which, in my opinion, are connected with the pursuit of university 
research. 
Let us consider first the stimulating effect upon the individuals 
and institutions concerned. Among those who are affected by this 
stimulus should first be named the professor. Dr. Samuel Johnson 
was wont to compare accumulated knowledge to a heap of ice lying 
exposed to the summer sun, the bulk of which could not be maintained 
without constant replenishment. Continuing the figure, we can read- 
ily imagine that the professor’s fund of knowledge which is ample 
enough for the class-room teaching of immature minds might shrink 
and trickle away until little is left but the sawdust which we usually 
associate with the preservation of that commodity. Under the stim- 
ulus of research this is impossible, for research into the new implies 
a full and minute mastery of that branch of knowledge in which the 
research is being conducted. Hence, if no other advantage resulted, 
a good case might be made out along this line of argument. 
This stimulus to the professor would react with increased force 
upon the student. It was a favourite saying of a certain celebrated 
