Like his colleagues generally in the social sciences, the political scientist has prided himself upon the subject-matter content of his teaching. His responsibility has been to enlarge the understanding of the dynamic process by which men govern and are governed. Teaching and research have been coördinate elements of that responsibility. Constantly seeking to find better techniques for observation and measurement of political phenomena, ever trying to define more exactly the field of interest and knowledge, the political scientist has always focused attention upon the subject-matter of his specialization. He has had little time to devote to the problems of teaching methodology.

The very fact that higher education has been selective is another possible explanation for our seeming indifference to improvements in teacher-student communication. From necessity, teachers' colleges and the educational profession have given considerable attention to teaching techniques. Primary and secondary schools are intended for mass education. If they fulfill their purpose, they reach virtually all of the population from six to sixteen years of age. The college teacher has had no such mass obligation. Traditionally, only some ten per cent of our high school population continue with higher education, and they are usually divided among the various fields of learning represented in colleges and universities. Selectivity and a limited audience have encouraged the college instructor to concentrate upon subject-matter and to ignore methodology.

Political scientists certainly have no reason to offer any apologies for their primary interest.