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experimental work. On the other hand, other of the instructors in our faculty 
beginning with the second half of the year lay particular stress on the college 
work, and in that way we are enabled to do, perhaps, rather more justice to the 
dual duties than in any other way. I do not think tins method is applicable t > 
all institutions, but it has worked fairly well with u<. 
\Y. L. Carlyle, of Colorado. I think we are all agreed that from the stand- 
point of the investigator too much teaching is not advisable, but from the 
standpoint of the teacher some station work is certainly advisable, particularly 
in the more industrial parts of our agricultural work. The man who is going to 
do effective teaching for a period of years in animal husbandry, for example, 
must be an investigator. If we take the investigation work away from our 
teachers we are going to greatly lessen the effectiveness of the teaching. It 
seems to me this is not so much a matter of amount of investigation as of 
subjects. Certain subjects require practically all of a man's time and atten- 
tion in the investigational work ; others are not so exacting, and those are per- 
haps the ones which require a certain amount of investigational work to make 
the teaching the more effective. Speaking from the standpoint of one who has 
to investigate and teach at the same time, I think it would be a misfortune, in 
some of the subjects particularly, if the station work and the teaching should be 
divorced. 
H. P. Armsby, of Pennsylvania. I think we all recognize the fact that we 
can not at once adopt any uniform arrangement in this matter. But I take 
it what we need especially to consider at the present time is not so much 
the question of practicability as the question of ideals. It is a question of 
the attitude of mind of the authorities of these institutions toward this 
question ; it is a question of the ultimate ideal that they will set before them- 
selves to attain, and if that ideal is not any higher than that already reached 
we shall not make much progress. Personally I believe it is just as true 
now as it was two thousand years ago that no man can serve two masters. 
I believe that in this agricultural work a man should be chiefly either one 
thing or the other. I will not say that he should be exclusively either a teacher 
or an investigator, but it seems to me that the two kinds of work call for a 
different attitude of mind and the use of a different set of faculties, to a cer- 
tain extent, and that except in the case of unusually gifted men the same 
individual is not likely to have both equally developed. I feel that an inves- 
tigator and station worker should have his mind focused on his work of 
investigation. On the other hand, it seems to me that the teacher's thought 
should be pedagogical largely ; it should be that side of his mind that is par- 
ticularly active. I will admit that a certain amount of teaching may be advan 1 
tageous to station work, but an uncertain amount is not. I think that some 
teaching, especially more or less advanced teaching, is a good thing, as has been 
said repeatedly. Possibly it need not even be the most advanced teaching. I 
do not think, however, that a station worker, even though he does some teach- 
ing, should have loaded upon him the responsibility for the administration of 
the teaching work of the college, or any considerable amount of it. I think he 
should simply go into his class room and give his lectures or his instruction, 
and be done with it. 
On the other hand, it seems to me that the teacher may very well do more 
or less investigational work, according to his taste and capacity. I would not 
for a moment cut him off from that, but I believe he should be thinking chiefly 
of his teaching and should make his work of investigation his avocation rather 
than his vocation. 
I repeat that this is a question of ideals rather than of immediate adjust- 
ment. It is not a question of division of salaries. I think we may assume 
