472 PROCEEDINGS OF PHILADELPHIA MEETING. 



allude to his work on the vexed " Taconic question " which he, assisted 

 by Walcott and others, contributed so largely to clear up ; also to his 

 worls: on the difficult question of metamorphism, to which he devoted 

 much thought and careful work in the field. 



There has been ver}'- much talked and written lateh'^ on the subject of 

 endowment of research. I strongly sympathize with this movement. I 

 hope the subject will continue to be agitated. We cannot have too 

 much of endowment of research ; but it is of the greatest importance that 

 we should not push this idea to tlie extreme, as some do. of divorcing 

 teaching and research. There can be no doubt that a teacher is all the 

 better teacher for being an investigator. I sujipose all will admit this, 

 but it is no less true that an investigator is all the better investigator for 

 being also a teacher, always provided ample time is given him for in- 

 vestigation. There never was a better illustration of this than the case 

 of Dana. The equality of action and reaction is a law of psychics as 

 well as of physics. Verily our ])upils and even our children teach us as 

 much as we teach them. Nothing so stimulates the intellectual activity 

 as the cooperative work of a community of interested learners and 

 workers. Nothing so clarifies the thoughts as the earnest attempt to 

 express them clearly to pui)ils eager to learn, yet prompt to criticise, and, 

 best of all, notliing so systematizes, organizes, unifies our knowledge on 

 an}'- subject as does its conscientious, year-by-year presentation to an in- 

 telligent class. Thus and thus only is it i)Ossible to make a solid organ- 

 ized body of knowledge which shall form a nucleus about which, by 

 attraction and accretion, must gather additions from all sources. Dana 

 could never have written such a book as his Manual had he not been a 

 life-long teacher. 



Now, just such a solid body of systematic knowledge is necessary as a 

 basis of productive original work not only in the systematizer himself, 

 but in all other workers. Not only was Dana's ISIanual the result of his 

 teaching, but the solid body of organized geological knowledge contained 

 therein formed the basis on wliich all American geologists, including 

 Dana himself, founded their original work. Just such a solid founda- 

 tion is necessary as a basis on which the successive stories of the com- 

 plex structure of geological knowledge must be built. 



I repeat, then, that teaching and research are closely allied by the neces- 

 sities of each and by the structure and laws of activity of the human mind. 

 What God and nature have joined together let no man i)ut asunder. Let 

 me not be misunderstood. I strongl}^ advocate the endowment of re- 

 search not only in connection with teaching, but also separately. Many 

 kinds of work of the most important kind can only be undertaken by 



