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Let us recall our own undergraduate experiences. Did we not in many 
cases get most stimulation and make most progress under teachers unknown 
in the professional journals? It is to be expected, indeed, that the teacher 
whose chief pride and interest are in his teaching, and whose chief reward 
is the advancement of his students, should be of more real value to those 
students, than the investigator whose hours of reflection are devoted to the 
problems of his research, and to whom the instruction of classes is inci- 
dental if not, as in many cases, an unwelcome interruption. Gifts of an 
equally high order for instruction and for investigation are not usually 
found in the same individual; let each give his main effort to what he 
can do best; let the investigator work with mature students and the teacher 
with the immature, and let the distributors of rewards make no invidious 
distinctions in the recognition of the two equally necessary and meritorious 
services. 
While it is eminently desirable that a teacher should be also an in- 
vestigator, in every faculty, some members have more pronounced ability 
than others in this direction, and it is proper that such should receive 
special consideration as to other demands upon their time and attention 
in order to enhance their productiveness by favorable conditions. To the 
others, whose bent is less marked in the direction of research, should be 
assigned the duties of administration and the committee work, with, if 
necessary, the high school commencement addresses. Neither should the 
more general business of the college be regarded as of any less value or 
importance than research, or less worthy of reward. To be sure it has not 
the same advertising value, but an institution of learning should be above 
adopting the motto “quick returns and small profits.” The most enduring 
good accrues to the students, and therefore to the college, from inspired 
teaching and wise and careful administration. 
It is the part of wisdom to provide as favorable conditions as circum- 
stances will permit fer the encouragement of research. 
Several factors more or less obvious enter into this favorable environ- 
ment and influence the productiveness of the investigator, but the real deter- 
mining factor is in the man himself; he must have ideas, enthusiasm, and 
industry; he may even be a crank; he must have an accurate memory to 
retain the results of extensive reading, and as much as any one can profil 
by good health, to withstand the strain of concentrated and continuous 
effort; he must be absolutely honest with himself and the professional 
