40 



SCIENCE. 



[N. S. Vol. Vir. No. 159. 



the only one that we need stop to consider 

 here. That instruction interferes with in- 

 vestigation when it is so arranged as to 

 absorb all, or the larger share, of one's time, 

 no one will deny. But is it not easy to 

 so divide the time that the investigator 

 will find rest and improvement from the in- 

 struction he gives ? Certainly it is possible, 

 as we have fully demonstrated at Woods 

 Holl, and that too with only the most 

 limited means. With a laboratory open 

 throughout the year, the investigators con- 

 nected with it would scarcely feel a few 

 weeks' instruction as an impediment. Not 

 only have we shown that such an accom- 

 modation or adjustment of the functions 

 is possible and tolerable even in our vaca- 

 tions, but we have also learned that there 

 are some important advantages growing out 

 of it which are impossible under limitation 

 to research. To my mind these advantages 

 far outweigh any and all objections. 



The advantages I have in mind are not 

 those of means for running the laboratory, 

 which could be supplied by an endowment, 

 but those which add directly to the prog- 

 ress of the investigator and to the advance- 

 ment of his work. If important advantages 

 exist in connection with instruction even 

 where there is no endowment, which are 

 not available even with an endowment, 

 where instruction is excluded, we can read- 

 ily make our choice of types. 



I suppose no investigator, not even the 

 most confirmed claustrophil, would deny 

 that instruction compels thinking and im- 

 proves ability to express ideas as well as to 

 describe facts. So does writing, so does in- 

 vestigation itself. True, and if that is to 

 their credit, it must be the same to instruc- 

 tion. But wherein is the advantage with 

 instruction? Every teaching investigator 

 can answer that ; and the answer will be, 

 that power of exposition can be acquired 

 and perfected by class-work and lectures 

 to an extent otherwise unattainable. In 



this we need no better example than Hux- 

 ley. If rare powers of exposition are some- 

 times gained without teaching, as in the 

 case of Darwin, that in no way weakens 

 the position here taken, which is that 

 teaching is the most effective method, not 

 the only one, yet an essential one to the 

 highest attainment. 



One thing more on this point. Why do 

 we place so high a value on investigation ? 

 Because it is the only way of advancing 

 knowledge, and because it affords a most 

 attractive field for the exercise of the mind. 

 But if knowledge needs advancement, so 

 does the investigator, and whatever con- 

 tributes to the increase and improvement of 

 his powers makes him the better investi- 

 gator, and thus indirectly raises the quality 

 and augments the quantity of his researches. 

 Herein instruction plays a very important 

 part, as becomes evident when we remem- 

 ber that with increase and specialization in 

 science the investigator himself becomes 

 more and more dependent upon the instruc- 

 tion which he draws not only from books 

 and journals, but also directly from his col- 

 leagues and his pupils. Indeed, he may 

 learn in this way much quicker and more 

 thoroughly than by reading, and often a 

 long time in advance of publication. That 

 is an immense advantage realized in a 

 variety of ways, as in lectures giving the 

 more important results of work before pub- 

 lication ; in seminar where the results of 

 individual investigators are brought for- 

 ward and discussed, while the work is still 

 in progress; in journal clubs devoted to 

 reviews and discussions ; in direct inter- 

 course with pupils, seeing with their eyes 

 and working with their hands ; in daily 

 intercourse of thought and comparison of 

 observations with fellow-workers, etc. In- 

 deed, it may be truly said that no one 

 stands in such close and pressing need of 

 continual instruction as the investigator. 

 No one else absorbs it more eagerly and 



