610 



SCIENCE. 



LN. S. Vol. IU. No. 69. 



which pertain to pedagogy, but certain 

 larger aspects of the matter which relate to 

 the needs of society, both from the moral 

 and the economic point of view. 



RELATIONSHIP OF TEACHING AND RESEARCH 

 DEFINED. 



I have been in good part led to take up 

 this subject for the reasons that the title 

 itself is a protest against the modern notion 

 that the work of research should be sepa- 

 rated from that of teaching ; that natural 

 inquiiy should be released from the ancient 

 and profitable connection with education, 

 which in my opinion has advanced and en- 

 nobled both these branches of learning. 

 Those who seek to have inquiry endowed 

 are led to the endeavor by a true sense of 

 the importance of the tasks with which the 

 path-seekers in the fields of nature have to 

 deal. They are, moreover, guided to their 

 object by the motive which leads to the di- 

 vision of labor in all work which men do, 

 whether in economics or in pure learning. 

 Undoubtedly a certain kind of success would 

 attend the complete separation of the stu- 

 dents of phenomena from those whose busi- 

 ness it is to impart knowledge ; but there 

 are gains which, though immediate, are not 

 desirable, for the reason that they entail in 

 the long run serious losses. It may well be 

 apprehended that the definite separation of 

 the inquirers in any science from those who 

 are to teach the learning would result, on 

 the one hand, in isolation of the men of the 

 laboratory from the life of their time, and 

 on the other, in a degradation of the instruc- 

 tion to a level where it would become mere 

 formal tutoring, destitute of the penetrating 

 spirit which gives value to scientific thought. 



It seems to me that the explorer, if he be 

 animated by the true spirit of his class, 

 finds himself seeking for undiscovered 

 lenlms, not for personal gains, nor, indeed, 

 merely to add to the store of things known, 

 but always with reference to the enlarge- 



ment of mankind. His motive is in the 

 highest sense that of the teacher ; he limits 

 his opportunities of personal culture if he 

 denies himself the chance of communica- 

 ting his gains to the youth of his time. It 

 maj^ be held that the investigator has his 

 means of teaching through the press and 

 the learned societies, but I need not tell my 

 brethren of the craft that the opportunities 

 of sympathetic contact with his fellow men 

 which are thus to be had are very limited ; 

 that they are quite insufficient to satisfy 

 the natural desire of an ardent student of 

 nature for relations with the life about him. 

 The only way in which a really wholesome 

 situation can be found for the naturalist in 

 any of the realms of nature is to link his 

 work with the tasks of education. 



Viewed from the point of view of the 

 student of science, who has to catch the 

 spirit of inquiry- from the word of the 

 master if he is to win it at all, we see that 

 the teaching function of the inquirer is of 

 the utmost importance to his science. We 

 all recognize and deplore the evils which 

 arise from the fact that young people have 

 to be introduced to most branches of learn- 

 ing by teachers who have little chance to 

 gain or to preserve the spirit of inquiry. 

 We can at most hope that the scientific mo- 

 tive may come to these instructors through 

 a studj^ of the psychology which properly 

 underlies their work. It is unreasonable to 

 suppose that they will be able to bring to 

 their work the stimulating influence of 

 those who are a part of the learning they 

 convey. Therefore, if men are to be bred in 

 the ways of the naturalist, the task must be 

 done by investigators. It goes, or should 

 go, without saying that while these men 

 may give and receive profit from their posi- 

 tions as teachers, they should not be called 

 on to do the share of this work which is 

 often inflicted on them, as it is on the teach- 

 ing bodj^ of our schools in general. A con- 

 dition of this combination of inquiry and in- 



