TRANSACTIONS OF SECTION D. 521 
better teaching ; all that is required of the candidate, as a condition of his promo- 
tion to the Doctor's degree, is that he shall satisfy the examination-tests imposed 
by the faculty, and produce an original thesis. 
Unless there be some such compelling influence as that obtaining in the Scotch 
universities, enabling the would-be researcher to gather to him pupils and fees 
without fear of competition, it seems impossible that he should gain an income by 
teaching whilst reserving to himself time and energy for the pursuit of scientific 
inquiry. It is thus seen that the necessity of endowment, in some form or another, 
to make provision for scientific research, is a reality, in spite of the suggestion that 
teaching affords a means whereby the researcher may readily provide for himself. 
The simple fact is that a teacher can only make a sufficient income by teaching, on 
the condition that he devotes his whole time and energy to that occupation. 
Whilst I feel called upon to emphatically distinguish the two functions-—viz., 
that of creating new knowledge, and that of distributing existing knowledge—and to 
maintain that it is only by arbitrary and undesirable arrangements, not likely to be 
tolerated, or, at any rate, extended, at the present day, that the latter can be made 
to serve as the support of the former, I must, be careful to point out that I agree 
most cordially with those who hold that it is an excellent thing for a man who 
is engaged in the one to give a certain amount of time to the other. It is a matter 
of experience that the best teachers of a subject are, ceteris paribus, those who are 
actually engaged in the advancement of that subject, and who have shown such a 
thorough understanding of that subject as is necessary for making new knowledge 
in connection with it. It is also, in most cases, a good thing for the man engaged 
‘in research to have a certain small amount of change of occupation, and to be called 
upon to take such a survey of the subject in connection with which his researches 
are made, as is involved in the delivery of a course of lectures and other details 
of teaching. Though it is not a thing to be contemplated that the researcher 
shall sell his instruction at a price sufficiently high to enable him to live by 
teaching, yet it is a good thing to make teaching an additional and subsidiary part 
of his life’s work. This end is effected in Germany by making it a duty of the 
professor, already supported by a stipend, to give some five or six lectures a week 
during the academical session, for which he is paid by the fees of his hearers. The 
fees are low, but are sufficient to be an inducement ; and, inasmuch as the attendance 
of the students is not compulsory, the professor is stimulated to produce good and 
effective lectures at a reasonable charge, so as to attract pupils who would seek 
instruction from some one else if the lectures were not good or the fees too high. 
Indeed, in Germany this system works so much to the advantage of the students, 
that the private teachers of the universities at one time obtained the creation of 
a regulation forbidding the professors to reduce their fees below a certain mini- 
mum, since, with so low a fee as some professors were charging, it was impossible 
for a private teacher to compete! This state of things may be compared, with 
much advantage, with the condition of British universities. In these we hear, from 
one direction, complaints of the high fees charged and of the ineffective teaching 
given by the professoriate; and in other universities, where no adequate fees are 
allowed to the professors as a stimulus to them to offer useful and efficient teaching, 
we find that the teaching has passed entirely out of their hands into those of college 
tutors and lecturers. The fact is that a satisfactory relation between teaching and 
research is one which will not naturally and spontaneously arrange itself. It can 
hardly be said to exist in any British university or college, but the method has 
been thought out and carried into practice in Germany. It consists in giving a com- 
petent researcher a stipend and a laboratory for his research work, and then re- 
quiring him to do a small amount of teaching, remunerated by fees proportionate 
to his ability and the pains which he may take in his teaching. If you pay hima 
fixed sum as a teacher, or artificially insure the attendance of his class, instead of 
letting this part of his income vary simply and directly with the attractiveness of 
his teaching, you will find as the result that (with rare exceptions) he will not give 
effective and useful teaching. He will naturally tend to do the minimum required 
of him, in a perfunctory way. On the other hand, if you leave him without stipend 
as a researcher, dependent on the fees of pupils for an income, he will give all 
