papers which he is so freely called on to give. He carries his message to the confines of state and even of nation. He may be invited to carry it to the great centers of the whole intellectual world. Still further, he contributes by means of the written as well as the spoken word. In the main, the solidly intellectual product of the entire press, whether in technical or popular form, whether in magazine or book, is the work of his hand. Even the lighter product is mostly the work of his disciples.
Add to interpretation, dissemination and inspiration, the duty of discovery. The college professor's function includes not only the increase of knowledge in the individual and the elevation of the intellectual standard in the world at large, but the actual advancement of learning. College and professor alike are not for their own campus alone, but for society in general.
Naturally, the delivering of lectures and the writing of articles and the conduct of experiment and research can not be done by men who consume most of their time and all of their energy in the recitation room and office. This is where the ignorance and narrowness of those who would scientifically manage the professor's time are most clearly manifest. The cry of "students and class room first," like other demagogic cries, never fails to win a measure of applause.
There are two considerations, however, upon which the critics of these activities should be taught to reflect. One is that, as a matter of fact, other things being equal, professors who lecture, write, and engage in research, are better teachers than those who do not. The professor who is not engaged in this way does not grow. Long continued power of inspiration depends upon continual growth, and growth depends upon continual discovery. It may be discovery, for the general intellectual world, of what has not yet been known, or it may be discovery, for the professor himself, of what the world of intellect already knows—the conquest of the intellectual heritage which none of us can possess without conquest; but discovery of some sort is essential both to usefulness and happiness, because it is essential to freshness and vigor of growth. The other consideration has already been mentioned—the relation of institutions of learning and their faculties to the world of universal learning.
The college professor with the sis hours is not denying himself recreation and health for selfish ends, except as some little craving for distinction moves him. Least of all is he investigating and writing books because he will be paid money for it. He studies and publishes because he is impelled by the law of his being and the ideal of his calling. The intellectual life is, and always has been, a freemasonry. Learning is, and always has been, almost as much as religion, without money and without price. The apostle of scientific management who imagines that it may be dealt with after the manner of a commodity,
