Recent stories in the newspapers and magazines suggest that teaching and research contradi

ct each other, that research plays too prominent a part in academic promotions, and that teaching is badly underemphasized. There is an element of truth in these statements, but they also ignore deeper and more important relationships.

Research experience is an essential element of hearing and promotion at a research university because it is the emphasis on research that distinguishes such a university from an arts college. Some professors, however, neglect teaching for research and that presents a problem.

Most research universities reward outstanding teaching, but the greatest recognition is usually given to achievements in research. Part of the reason is the difficulty of judging teaching. A highly responsible and tough professor is usually appreciated by top students who want to be challenged but disliked by those whose records are less impressive. The mild professor usually gets high overall ratings, but there is a sense of disappointment on the part of the best students. Thus, a university trying to promote professors primarily on the basis of teaching qualities would have to confront this confusion.

As modern science moves faster, two forces are exerted on professors: one is the time needed to keep up with the profession; the other is the time needed to teach. The training of new scientists requires outstanding teaching at the research university as well as the arts college. Although scientists are usually made in the elementary schools, scientists can be lost by poor teaching at the college and graduate school levels. The solution is not to separate teaching and research but to recognize that the combination is difficult but vital. It is time for universities to reserve the title of professor for those willing to profess, willing to be an earnest part of the community of scholars. Professors unwilling to teach can be called "distinguished research investigators" or something else.

The pace of modern science makes it increasingly difficult to be a great researcher and a great teacher. Yet many are described in just those terms. Those who say we can separate teaching and research simply do not understand the system, but those who say the problem will disappear are not fulfilling their responsibilities.

What point does the author intend to put across in the first paragraph？

A．Teaching and research are two contradictory fields.

B．Research can never be overemphasized.

C．The relationship between research and teaching should not be simplified.

D．It is not right to overestimate the importance of teaching.