XXXll CHARLES OTIS WHITMAN 
In every attempt hitherto made to combine the two chief interests 
here represented, instruction has been the object of first concern. Now 
the only way to keep the distributive function efficient and active is to 
unite it in proper relations with the productive function. The Labor- 
atory (i.e., the side of investigation) is the creative agent—the source of 
all supplies; the school is merely the receiver and distributor. Any 
attempt to combine the two which ignores or reverses these relations 
must end in disappointment and failure. 
In the fifth annual report Professor Whitman states: 
The two functions of instruction and investigation have worked ad- 
mirably together, each growing stronger in the success of the other. 
We have endeavored to keep the two properly balanced, but I think 
we have nearly reached the limit of our capacity for instruction with 
our present space and means. We already see that to tax our teaching 
foree much more would not tend to improve the side of investigation. 
In the eighth annual report for the year 1895 Professor Whitman 
again returns to this theme: 
Our instruction and investigation have been inspired by a common 
purpose, and thus kept in such relations that each has added to the 
strength of the other, and added more and more with every stride for- 
ward. If instruction has increased, it is chiefly due to the stimulating 
influence of investigation; if investigation has gained, it is because in- 
struction has multiplied workers. Mutual service is the bond of union, 
but the union is not merely one of coordination, in which the two ele- 
ments are simply balanced one against the other; it is one of a more vital 
order, in which each isservantand only oneismaster. Allour classes face 
in one direction—towards original work—and all our activities, sympa- 
thies and interests are dominated by the spirit of research. Doesthat 
render our instruction less efficient? Just the contrary. It fills with 
life and purpose, makes students more earnest, dignifies the work of the 
teachers, and wins their best effort. Moreover, it re-enforces the service 
of the regular staff by contributions from every member of the investi- 
gating departments. 
Farther on: 
What does instruction mean for us? It means, not wholly, but pre- 
eminently, preparation for original work, and much of it is especially 
designed for the benefit of investigators, not beginners only, but for 
specialists who are independent workers. 
It will be plain, I trust, that we are not cultivating two antagonistic 
functions, between which we have to carefully guard the balance, lest 
one may prosper at the expense of the other. There can be no excess in 
either direction, for every gain, whether on one side or the other, is 
a gain not only for the part but also for the whole. 
