42 
Though the chief function of an undergraduate institution is instrue- 
tion, and its faculty should be chosen with this in view, every such teacher, 
to attain his highest efficiency, should engage in some kind of research, that 
is, getting new information at first hand. This can not fail to have a vital- 
izing effect on his teaching, keeping clear the distinction between fact and 
theory, and maintaining his instruction abreast of the times. 
There is widespread questioning of the value of much that is published 
as scientific research, and it is easy to criticize the spirit that piles up 
undigested data or adds to the number of chemical compounds for the 
sake of having something to publish; it is impossible to say, however, that 
any such information is and will continue to be valueless. I am less inter- 
ested in discrediting such work because it now receives higher recognition 
from the undiscriminating in the educational world than it deserves, than 
in asking for recognition for a kind of labor, just as truly research, that 
now receives too scant credit from the public and from those responsible 
for the distribution of rewards to college teachers. I refer to what may be 
called pedagogical research—the labor involved in improving and constantly 
rejuvenating the instructional work. Any course that remains unchanged 
for many years is probably in need of repairs, but desirable changes usually 
involve much labor on the part of the instructor. The teacher whose heart 
is in his teaching and who carries the usual overload of duties is likely 
to be kept busy ac just such work, and have no time left for the more con- 
ventional kinds of research; but his students will profit by his labors. The 
administrative officer who directly or indirectly puts pressure upon a 
college teacher to neglect bis teaching is seriously injuring the college; yet 
this is by no means nncommon, intentionally or otherwise. 
Research, of whatever kind, is largely a matter of inspiration, and can 
not be forced; as profitably might a poet be urged to become a painter as 
a scholar be pressed to undertake investigations foreign to his inspiration. 
Left to himsel’ the investigator will do what he is most interested in and 
therefore likely to do most fruitfully; to attempt to force a teacher whose 
instincts are for pedagogical research to other kinds of investigation is 
likely to spoil a good teacher and make a mediocre investigator. The 
method of forcing commonly practiced is the indirect but very effectual one 
of recognition of published research by promotion and increased remunera- 
tion, while devotion to teaching and pedagogical research receive no such 
rewards. 
