Haller stressed that research and teaching are quite different functions. The academies are for research and the universities are for teaching. Though professors at universities might, if they wished to, do some research their obligation was to transmit knowledge.  Correspondingly, the academicians were to do original research and selected students might be admitted as auditors only. . . .

“For it is readily apparent how far removed a paper read before the Paris Academy is from lectures in a professor's classroom.”[3] 

for the scientist the expectation of furthering the cause of truth was not in itself a strong enough impulse to labour in the academy.  The stronger motivations were self-interest and vanity.  These are best advanced in academies.  [3]

“Of course, firstly the remedy must be proved on a healthy body, without being mixed with anything foreign; and when its odour and flavour have been ascertained, a tiny dose of it should be given and attention paid to all the changes of state that take place, what the pulse is, what heat there is, what sort of breathing and what exertions there are. Then in relation to the form of the phenomena in a healthy person from those exposed to it, you should move on to trials on a sick body...