2O4 Advantages of research to a teacher. 



Many of our most eminent discoverers have also been 

 teachers. But teaching is not a necessary condition 

 of success in research, nor even a necessary prepara- 

 tion for it ; the examples of various able discoverers 

 prove this. In some cases discoverers have devoted 

 themselves to teaching, only after having attained high 

 repute in research ; in others they have not been 

 teachers at all. Original research itself usually sug- 

 gests plenty of new subjects of investigation, without 

 the additional ones suggested by teaching. 



In order that self improvement in a man of science 

 might never stagnate, there should exist a continuous 

 and complete series of steps of preferment, by which 

 the merest beginners in scientific knowledge, might be 

 enabled to attain to the highest scientific position ; and 

 finally become wholly occupied in that kind of labour 

 by which their scientific faculties would be developed 

 to their fullest extent, but this last step is wanting. 

 By the proposed plan however a student would be- 

 come a teacher ; the teacher develope into a professor ; 

 and a professor might employ for a period a portion 

 of his time in research, and thus become qualified/or 

 entire devotion to original investigation and discovery. 



After a scientific teacher has acquired a thorough 

 knowledge of his subjects, and a high position in his 

 professsion, his occupation becomes to him a species 

 of intellectual routine, in which he is continually going 

 through the same courses of lectures and examinations 

 over and over again, and his personal improvement 

 stagnates. But if there was remuneration for research, 



