42 



Though the chief fnuction of au uudergradiiate institution is instruc- 

 tion, and its faculty should be chosen with this iu view, every such teacher, 

 to attain his highest efficiency, should engage in some kind of research, that 

 is. getting new information at first hand. This can not fail to have a vital- 

 izing eft'ect on his teaching, keeping clear the distinction between fact and 

 theory, and maintaining his instruction abreast of the times. 



There is widespread qiiestioning of the value of much that is published 

 as scientific research, and it is easy to criticize the spirit that piles up 

 undigested data or adds to the number of chemical compounds for the 

 sake of having something to publLsh ; it is impossible to say, however, that 

 any such information is and will continue to be valueless. I am less inter- 

 ested in discrediting such work because it now receives higher recognition 

 from the undiscriminating in the educational world than it deserves, than 

 in asking for recognition for a kind of labor, just as truly research, that 

 now receives too scant ci"edit from the public and from those responsible 

 for the distribution of rewards to college teachers. I refer to what may be 

 called pedagogical research — the labor involved in improving and constantly 

 rejuvenating the instructional work. Any course that remains unchanged 

 for many years is probably in need of repairs, but desirable changes usually 

 involve much labor on the part of the instructor. The teacher whose heart 

 is in his teaching and who carries the usual overload of duties is likely 

 to be kept busy at just such work, and have no time left for the more con- 

 ventional kinds of research ; but his students will profit by his labors. The 

 administrative officer who directly or indirectly puts pressure uix)n a 

 college teacher to neglect his teaching is seriously injuring the college; yet 

 this is by no means uncommon, intentionally or otherwise. 



Research, of whatever kind, is largely a matter of inspiration, and can 

 not be forced; as profitably might a poet be urged to become a painter as 

 a scholar be pressed to undertake investigations foreign to his inspiration. 

 Left to himself the investigator will do what he is most interested in and 

 therefore likely to do most fruitfully: to attempt to force a teacher whose 

 instincts are for pedagogical research to other kinds of investigation is 

 lilcely to spoil a good teacher and make a mediocre investigator. The 

 method of forcing commonly practiced is the indirect but very effectual one 

 of recognition of pul)lished research by promotion and increased remunera- 

 tion, while devotion to teaching and pedagogical research receive no such 

 rewards. 



