84 Proceedings of the Ohio State Academy of Science. 



whether he shah continue or stop. He certainly would better do 

 the latter if he does not regard his research of some human in- 

 terest, and if his enthusiasm for such isolated effort does not make 

 it a pleasure rather than a burden for part of his spare hours. 

 If he has this faith in the value of his work and is disposed to 

 continue, the institution for which he works can afford to lighten 

 his burden somewhat, if possible, for the helpful influence that 

 thorough investigation of a problem has 011 the teaching of one 

 who can restrain himself and for the benefit that such example 

 will have on other teachers and on students in encouraging them 

 to scholarly attainment. 



Many kinds of botanical research can be carried forward on 

 two or three hours work each day, and the teacher can easily 

 learn to drop his advanced work and go to his students refreshed 

 and the more ready to instruct them, because of the keen mental 

 gymnastics connected with his own laborious study, the instruc- 

 tion by its different and disconnected nature seeming like di- 

 version. And indeed one can even solve difficult problems con- 

 nected with teaching better because of the high order of effort 

 demanded in thorough investigation. The man of strong body 

 and active mind can do this work and still have time to keep 

 abreast his profession as a teacher and Ije the stronger because of 

 the keen intellectual insight acquired in his own private study. In- 

 struction being of prime importance, the product of the college 

 teacher's investigation should never be required at a given time, 

 and he should Ije free to drop it for a day, a week, or a month, 

 whenever his teaching requires all of his time. Teaching and re- 

 search aid each other, and there are lines of study that touch 

 college instruction rather than university work. Members of a 

 university staff may make research their main work, the college 

 teacher should never. No member of a college faculty should be 

 chosen or retained mainly on account of his ability as an in- 

 vestigator, but encouraging one in a limited amount of research is 

 a different matter. No science stimulates to investigation and 

 research more than Botany, and the teacher of this science who 

 is not an investigator, even if he be a member of a college faculty, 

 is scarcely worthy of his profession. 



