Recent stories in the newspapers and magazines suggest that teaching and research contradict 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 hiring 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 for 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 gets overall ratings that are usually high, but there is a sense of disappointment in the part of the best students, exactly those for whom the system should present the greatest challenges. Thus, a university trying to promote professors primarily on the teaching qualities would have to confront this confusion. As modern science moves faster, two forces are exerted on professor: one is the time needed to keep on 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. The title of professor should be given only to those who profess, and it is perhaps time for universities to reserve it for those 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. According to the fourth paragraph, which of the following will the author probably agree with
A. Distinguished professors at research universities should concentrate on research only. B. The separation of teaching from research can lower the quality of future scientists. C. It is of utmost importance to improve teaching in elementary schools in order to train new scientists. D. The rapid development of modern science makes it impossible to combine teaching with research.