36 
membership, however, is made up of those whose chief occupation is 
teaching. 
While it has not always been the case, it is probably true at present 
that the most valuable contributions to human knowledge are made by 
those engaged in this profession of teaching. This is not surprising, for 
the nature of his calling demands that the teacher to be effective must 
eyer continue to be a student, and the thorough study of any subject 
reveals the limits of our knowledge in that field and tempts the man of 
active intellect to the task of extending those boundaries; there is surely 
no keener pleasure than the learning by one’s own search some truth, how- 
ever inconspicuous, not previously known. 
Not only does teaching tend to stimulate research, it also gives it 
balance by preventing the too exclusive attention to the comparatively 
barrow field under intensive cultivation; the necessity of presenting well- 
ordered information covering the broader subject, and the oral statement 
of original theories and conclusions, must have a broadening and Clari- 
fying influence on the intellectual activity of the investigator. 
As teaching is a help to research, still more is research a vitalizer of 
teaching, particularly of the teaching appropriate for graduate students ; 
indeed, the work of research is at least as important as that of instruction 
where advanced students are concerned, and the university should be a 
source of knowledge, where those desiring to devote themselves to the 
same high quest may be stimulated by the example and companionship of 
productive scholars. 
The leading European nations have apparently realized more clearly 
than we the value of scientific research, and have provided more adequate 
rewards and more favorable environment for the investigator, with the 
result that the ratio of intellectual to material prosperity is higher there 
than here. Within the past generation, however, we have become more 
awake to these matters, and have determined in our strenuous way to make 
research “hum.” The awakening has unquestionably been beneficial on 
the whole, but we have, it seems to me, failed to grasp certain fundamental 
distinctions between the needs of graduate and of undergraduate stu- 
dents; the hum of research has been allowed to drown the cries of the 
injured in many an undergraduate school, where teaching is sacrificed to 
research, and where too early specialization is encouraged and even 
forced upon the student. 
