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more than human if he can keep a sweet temper and not answer 

 with repellant brusqueness. To the good teacher, the troubles of 

 students are never trivial, but rather are welcome as means to the 

 advancement of his particular interests. Futhermore, I believe 

 that the research ideal imposed on all men trained in the uni- 

 versities is the cause not only of much injury to teaching, but of 

 much unhappiness to teachers. For if the teacher be conscien- 

 tious, and gives his first strength to his teaching, he is soon doing 

 his research upon the ragged ends of his nerves. I venture to 

 say that many a teacher to-day is wishing he could afford to 

 abandon all attempts at abstract research and turn whole-souled 

 to his teaching and matters connected therewith. And when, 

 indeed, he does so, he finds his happiness and his usefulness alike 

 immensely augmented. I know this is true, for I have been 

 through it. It took me many long years to free myself from the 

 feeling that I must continue research or else sacrifice the good 

 opinion of my colleagues. But I am free, and in the two 

 or three years I have been so the added keenness of my 

 pleasure in my teaching, and in various activities related 

 thereto, has been such as to make me feel like a Sinbad 

 who has dropped his old man of the sea. And if there are any 

 among you who believe that I stay in a society given to research 

 only under false pretenses, I ask you to have patience a little, 

 for I purpose to try to convince the society that its rules ought 

 so. to be altered as to make teaching, of approved merit and 

 service, a sufficient qualification for membership. Meanwhile I 

 advise all of my colleagues engaged in collegiate work to join in 

 my declaration of independence. Let us show the universities 

 that teaching hath her victories no less than research. 



But now I am going to qualify a little. When I say research 

 I mean abstract research, of the university type, the kind which 

 has place on the skirmish line of the forefront of advancing knowl- 

 edge. In truth I agree that he is the best teacher who is also an 

 active investigator, but I maintain that in the case of college 

 teachers the investigation ought to have some kind of connection 

 with the teaching. This is entirely possible, for a vast and fruit- 

 ful field for research lies open in educational organization, in the 



