520 REPORT— 1883. 
funds, or by other means, such as voluntary contributions, is this: it is stated that 
men engaged in scientific research ought to teach, and thus gain their livelihood. 
It is argued, in fact, that there is no need whatever to provide stipends or labora- 
tories for researchers, since they have only to stand up and teach in order to make 
incomes sufficient to keep them and their families, and to provide themselves with 
laboratories. This is a very plausible statement, because it is the fact that some 
investigators have also been excellent lecturers, and have been able to make an 
income by teaching whilst carrying on a limited amount of scientific investigation. 
But neither by teaching in the form of popular lectures, nor by teaching university 
or professional students who desire as a result to pass some examination test, is it 
possible, where there is a fair field and no favour, for a man to gain a reasonable 
income and at the same time to leave himself time and energy to carry on original 
investigations in science. 
In some universities, such as those of Scotland, the privilege of conferring 
degrees of pecuniary value to their possessors becomes a source of income to the 
professors of the university; they are, in fact, able to make considerable incomes, 
independently of endowment, by compelling the candidates for degrees to pay a fee 
to each professor in the faculty for the right of attending his lectures and of 
presentation to the degree. Consequently, teaching here appears to be producing 
an income which may support a researcher ; in reality, it is the acquisition of the 
university degree, and not necessarily the teaching, for which the pupil pays his 
fee. Where the teacher is unprotected by any compulsory regulations (such as that 
which requires attendance on his lectures and fee-payment on the part of the pupils) 
it is ¢mpossible for him to obtain such an income by teaching for one hour a day as 
will enable him to devote the rest of the day to unremunerative study and investi- 
gation, for the following reason. Other teachers, equally satisfactory as teachers, 
will enter into competition with him, without having the same intention of teaching 
for one hour only, and of carrying on researches for the rest of the day. They will 
contemplate teaching for six hours a day, and they will accordingly offer to those 
who require to be taught either six hours’ teaching for the sare fee which the 
researcher charges for one, or one hour for a sixth part of that fee. Consequently 
the unprotected researcher will find his lecture-room deserted—pupils will natu- 
rally go to the equally good teacher who gives more teaching for the same fee, or 
the same teaching for a less cost. And no one can say that this is not as it 
should be. The university pupil requires a certain course of instruction, which he 
ought to be able to buy at the cheapest rate. It does not seem to be doing justice 
to the pupil to compel him to form one of a class consisting of some hundreds of 
hearers, where he can obtain but little personal supervision or attention from the 
teacher, whereas if he had the free disposal of his fee, he might obtain six times 
the amount of attention from another teacher. This arrangement does not seem 
to be justifiable, even for the purpose of providing the university professor with an 
income and leisure to pursue scientific research. The student’s fee should pay for 
a given amount of teaching at the market value, and he has just cause of complaint 
if, by compulsory enactments, he is taxed to provide the country with scientific 
investigation. 
Teaching must, in all fairness, ultimately be paid for as teaching, and scientific 
research must be provided for out of other funds than those extracted from the 
pockets of needy students, who have a reasonable right to demand, in return for 
their fees, a full modicum of instruction and direction in study. 
In the German universities, the professor receives a stipend which provides 
for him as an investigator. He also gives lectures, for which he charges a fee, but 
no student is compelled to attend those lectures as a condition of obtaining his 
degree. Accordingly, independent teachers can, and do, compete with the professor 
in providing for the students’ requirements in the matter of instruction. As acon- 
sequence, the fees charged for teaching are exceedingly small, and the student can 
feel assured that he is obtaining his money’s worth for his money. He is not com- 
pelled to pay any fee to any teacher as a condition of his promotion to the university 
degree. Ina German university, if the professor in a given subject is incompetent, 
or the class overcrowded, the student can take his fee to a private teacher, and get 
