310 N. S. SHALER — RELATIONS OF GEOLOGIC SCIENCE TO EDUCATION. 



Under this title I shall not only include those questions 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 re- 

 search should be separated from that of teaching ; that natural inquiry 

 should ])e released from the ancient and profitable connection with edu- 

 cation which in my opinion has advanced and ennobled 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 division 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 sepa- 

 ration of the students of phenomena from those whose business 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 to a degradation of the instruction 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 l)e animated Ijy the true spirit 

 of his class, finds himself seeking for undiscovered realms, not for personal 

 gains, nor, indeed, merely to add to the store of things known, but always 

 with reference to the enlargement 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 communicating his gains to the 

 youth of his time. It ma}^ be held that the investigator has his means 

 of teaching through the press and the learned societies, l)ut I need not 

 tell my brethren of the craft that the opportunities of sympathetic con- 

 tact with his fellow-men which are thus to be had are very limited ; tliat 

 they are quite insufiicient to satisf}^ the natural desire of an ardent stu- 

 dent 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 tlie 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 



