408 



SCIENCE 



[N. S. Vol. XXXIII. No. 846 



and for investigation are not usually found 

 in the same individual; let each give his 

 main effort to what he can do best ; let the 

 investigator work with mature students 

 and the teacher with the immature, and 

 let the distributors of rewards make no 

 invidious distinctions in the recognition of 

 the two equally necessary and meritorious 

 services. 



It is eminently desirable that a teacher 

 should be also an investigator; in every 

 faculty, however, some members have more 

 pronounced ability than others in this di- 

 rection, and it is proper that such should 

 receive special consideration as to other 

 demands upon their time and attention in 

 order to enhance their productiveness by 

 favorable conditions. To the others, whose 

 bent is less marked in the direction of 

 research, should be assigned the duties of 

 administration and the committee work, 

 with, if necessary, the high school com- 

 mencement addresses. Neither should the 

 more general business of the college be re- 

 garded as of any less value or importance 

 than research, or less worthy of reward. 

 To be sure, it has not the same advertising 

 value, but an institution of learning should 

 be above adopting the motto "quick re- 

 turns and small profits." The most en- 

 during good accrues to the students, and 

 therefore to the college, from inspired 

 teaching and wise and careful administra- 

 tion. 



It is certainly the part of wisdom to pro- 

 vide as favorable conditions as circum- 

 stances will permit for the encouragement 

 of research. Several factors more or less 

 obvious enter into this favorable environ- 

 ment and influence the productiveness of 

 the investigator, but the real determining 

 factor is in the man himself ; he must have 

 ideas, enthusiasm and industry; he may 

 even be a crank ; he must have an accurate 

 memory to retain the results of extensive 



reading, and as much as any one can profit 

 by good health, to withstand the strain of 

 concentrated and continuous effort; he 

 must be absolutely honest with himself and 

 the professional world. If he has the nec- 

 essary qualities it is very unfortunate if 

 his circumstances do not permit their most 

 fruitful activity; if he has not, let him 

 serve his institution in other ways for 

 which he is better fitted — ways of equal 

 importance. Few men can spend several 

 hours daily with classes, several more in 

 administrative work, one or two more in 

 committees, and have any vitality left 

 either for research or professional growth. 



The greatest need of most successful col- 

 lege teachers is more time to think. The 

 evil effects of the prevalent rush become 

 apparent only very slowly-^in the course 

 of years — in a gradually failing effective- 

 ness for lack of mental nourishment. No 

 one can use a few minutes now and then, 

 snatched from the more urgent duties of 

 the moment, to do or even think real re- 

 search; ideas do not come on demand, in- 

 terruptions are often fatal to inspiration, 

 experimental work often must be continu- 

 ous to lead to results ; investigation that is 

 worth while is not a routine operation to be 

 started and stopped by a gong ; there must 

 be mental growth as a background. It 

 would probably be economical in the long 

 run if the real teacher-investigator could 

 be assured of uninterrupted privacy for 

 half of every day. 



In addition to time for thought, read- 

 ing, experimentation and writing, the 

 teacher of science needs space and ma- 

 terial equipment. There is a temptation 

 to spend money most freely in ways that 

 lead to the most tangible results, and 

 would-be benefactors may cause serious 

 embarrassment by providing buildings 

 without equipment or endowment; blessed 

 be the liberal contributors to the "gen- 



