V. The Teacher of Government

These are days when the individual who would devote himself to the study and teaching of political science stands upon the threshold of new and exciting adventures and a lot of very hard work. His mind and his enthusiasms must be keyed to the great possibilities for constructive advancement to be found in a period of social transition. There are those among us who insist with great cogency that we should turn back to the achievements of the “wisdom of the ages” and find there the insight and answers to our current perplexities. Incisive as were the achievements of the great minds of the past, as right as were their prescriptions for their own times and difficulties, few among us would defend the proposition that all wisdom and all understanding reside solely with those who have given us our foundations. Much remains to be uncovered amidst the back-wash of a world-wide revolution. The teacher of political science must balance the wisdom of the past against present possibilities for the greater understanding and clearer insight into political institutions to be found in the quickening imagination of the contemporary scene. We must cut new paths. We must produce our Einstein. Perhaps we have, and are now ready for our own Manhattan Project. But to do this we must face squarely and honestly at least six major problems in this postwar period: (1) graduate preparation; (2) community leadership; (3) teaching load; (4) research; (5) salaries; and (6) academic freedom.Diverse are the interests of those who are now preparing to enter the profession at the college or university level.