RESEARCH VERSUS TEACHING 61 



Newton the age may have produced, and a number 

 of thoroughly useful understudies as well. 



Many people suppose thereby that the work is 

 finished and all has been done that should be done. 

 They have forgotten, however, the primary purpose 

 it was all about. The problem which I stated that 

 this democracy has not solved is the finding- for each 

 man his proper life-work and then letting him do it. 

 We have assumed, in our discussion of the relations 

 between science and the State, that the men to 

 advance science and the buildings in which they are 

 to work have been found. It remains, therefore, 

 only to let the scientific men alone to do their work. 

 But this is precisely what is almost never done in 

 this country. The candidates go through a long 

 and severe course of training, selection and appren- 

 ticeship at apprentice's wages, fitting themselves for 

 their life-work. They must show some evidence of 

 the capacity of making original investigations and 

 discoveries before they are put in charge of one or 

 other of the laboratories of the country, and when 

 they get there they teach. 



Now the teaching and training of students for 

 scientific professions and for scientific investigation 

 is almost as vital and important to the welfare of the 

 country as the making of scientific discoveries. But 

 it is a totally different business to that of scientific 

 investigation. Some try more or less successfully to 

 do both, but, in Scotland at least, it is the teaching 

 function of the university, rather than its equally 

 important function as the natural home of scientific 

 investigation, which has hitherto claimed an alto- 

 gether disproportionate share. I cannot recall a 

 single Research Professor in any university of the 

 United Kingdom. In America, Johns Hopkins 

 University, for example, entirely devotes itself to 

 research. Here everything else comes first. Re- 



K 



