conferences with students, and other extra work.

The instructor who undertakes a considerable amount of extra work,
such as serving on committees, lecturing off campus, radio speaking,
student advising, in addition to a full teaching schedule, usually
neglects the task of teaching and of making contact with his own
students, or becomes so distraught and fatigued that the quality of
all his work declines.

The accelerated war program has practically eliminated time for
study, organization of work, visits to other institutions, attendance
at meetings, not to mention time for rest and relaxation. Even be-
fore the war, many members of the staff probably were on routine and
scheduled duty so great a proportion of the time that personal growth
and development of interests were nearly impossible.

Selection of the instructional staff for teaching ability and en-
thusiasm for teaching, rather than for distinction in research alone,
and recognition of that ability by promotion and increase in salary
would do much to improve the quality of instruction and the morale

of the teaching staff. Furthermore, it seems sound to recognize the
necessity and value of research for teaching purposes, as well as
for publication.

The low salary scale at the University of Kansas not only tends to
lower the morale of the staff, but actually makes it impossible for
many members of the faculty to purchase books and other useful teach-
ing materials, to travel, or to study at other institutions. This
problem is complicated by the fact that the University does not have
satisfactory plans for sabbatical leaves and retirement. (See II, 1)
The work (teaching, research, service) of departments and individuals
is often hampered by inadequate and poorly equipped quarters. Some
class rooms are too small to accommodate the classes and unsuited to

the type of work being done. Some laboratories are crowded and not