every instance.

You recall that ex-President Garfield's description of a university
included only two factors as essential--the teacher and the student. The
external equipment--buildings, libraries, laboratories--what not--is
merely a tool in their hands. Please do not misunderstand me. I am not
inveighing against these things; they are necessary. What I am insisting
upon is that not _things_ but _teachers_ make a university. And so my
topic, "The University and the Teacher," launches us at once into the
midst of a great big thought. So big, indeed, it is, that it goes
without saying that it cannot be adequately handled in the brief space
of a single address. Only certain phases of the large topic can be
touched upon at all, and they treated but briefly.

But, after all, the function of a speaker, certainly upon such an
occasion as this, is not merely to give information. It is not to speak
with finality upon any subject. Is it not, rather, to direct the
thoughts of the listeners along worthy lines? For any good that shall
result from the meeting together of speaker and audience will be the
direct outcome of their thoughts and not of his words. So, after having
thus spoken briefly of the university as a whole--of its place in the
state, its great influence and that of its teaching body--I invite you
to think with me as I touch the subject here and there briefly
discussing these three sub-topics: 1. The Kind of Teachers the
University should Employ; 2. The University Teacher in His Classroom; 3.
The University's Attitude Toward the Preparation of Teachers. Our first
discussion, then, will be of

THE KIND OF TEACHERS THE UNIVERSITY SHOULD EMPLOY

A few moments ago I said that the one great function of a State
University was to provide the State with a competent leadership. That
involves, however, a subsidiary function of such great importance,
especially as we regard the teaching force, that an added word is needed
both to prevent misunderstanding and to make clear the line of
discussion of this sub-topic. The development of a competent leadership
_is_ the all-embracing function of such an institution, but that can not
be done save as the institution is, at the same time, thru some or all
of its teachers, keeping fully abreast, or well in the lead, of the
discovery of new knowledge and of new applications of knowledge in the
various fields of human endeavor. And this is true because men can not
be leaders in any fi