eld of action unless they possess the fullest and
latest items of knowledge obtainable in that particular field, and again
because real leadership can not be developed save thru the use, as
educative material, of the fullest and latest.

What kind of teachers should the university employ? Clearly, teachers
who can do these two things: men of open and enquiring minds, men of
imagination, men who are hungry and thirsty for knowledge, men of
research--men of the laboratory and the library. But that is but one
side; we must also have men of vision, men of great breadth of view, men
of broad human sympathies, men who can take this knowledge, old and new,
and with it, as educative material, help to shape opinions, and mold
characters, and fashion destinies, thus transforming crude, unstable,
and immature youth into men and women of virtue, and knowledge, and
courage, and sanity, and poise, into whose trust, therefore, can be
placed the guiding of a great, free, developing people--men of the
classroom, teachers and inspirers of youth.

The question may well be asked if I mean two _groups_ of teachers, a
_research_ group and a _teaching_ group, neither one acting within the
field of the other. Not necessarily and certainly not absolutely. To
quite an extent the two functions should overlap since each supplements
the other. The man of research should also be a teacher in order both to
keep his human sympathies alive and as a spur to still further search.
And every teacher should be, to some extent, a man of research so that
thru his own joy in discovery he will be able to kindle a like fire in
the minds of others, thus keeping the spirit of discovery alive and
active in the land, and also that he may invite his students to drink at
a living stream instead of a stagnant pool. The teacher who is not also
a student, and continually working at it, is usually but a poor teacher.
But while all this is true, it is probably true also that no person is
equally successful in both fields. Some men are primarily teachers--are
in their element in the classroom engaged with the problems of the
student but only indifferently successful in the laboratory, while
others, at home in the laboratory, are somewhat out of place and
ill-at-ease in the classroom. I shall not attempt to say which of the
two functions is the more important or the more useful. Both are needed
and, as said before, both are needed, to some extent, in each. But, in
the main,