SCIENCES IN EDUCATION 729' 



In two possible directions instruction in these philosophical sciences 

 may be extended, viz, in (a) post-graduate courses, {b) secondary 

 schools. Post-graduate courses have everything to commend them. 

 A graduate school, such as those which exist in America, should be 

 established in one of the Australian Universities. In regard to 

 the secondary schools, the question of the introduction of elemen- 

 tary logic is worthy of consideration. But perhaps psychology and 

 applied logic might serve educational ends better. If psychology 

 were introduced into the schools, it should be taught along with 

 at least two of the natural sciences, in order that the dangers of 

 too much introspection at a susceptible age might be avoided.. 

 Applied logic might be a very useful subject in the schools. 



III. 



As to the place of the philosophical sciences in University studies, 

 the needs of students are relative to three principal aims, which 

 may be distinguished for purposes of analysis — (1) Professional and 

 technical training, (2) scientific research, (3) liberal education as in 

 Arts course. Each of these classes of needs implies training in one 

 or more of the philosophical sciences. (1) This includes provision 

 for developing future lawyers, clergymen and teachers. Logic is a 

 direct part of this preparatory course. Similarly all philosophical 

 disciplines should train the mind to professional efficiency. The 

 scientist also is improved by a knowledge of the theory of scientific 

 method, which belongs to the general study of logic. (2) Scientific 

 investigation which aims at knowledge for its own sake cannot 

 omit psychology, the science of the phenomena and states of 

 consciousness. There has of late been immense labour and progress 

 in this field. Psychology is now divided into many sub-sciences. 

 Experimental psychology has been greatly developed ; and in 

 Germany, America, France and England psychological laboratories 

 have been established. Australasia has not one as yet. (3) This 

 brings us to the liberal side of University education, and here 

 philosophy as metaphysic is still needed, if only to criticise and 

 interpret the data, concepts and principles of the physical and 

 psychical sciences. It is the arbiter among the sciences. It seeks 

 the unity of knowledge. The influence of philosophy is as a leaven 

 of reason and spirituality in education and life. This aspect of 

 culture is fostered, too, by ethics and aesthetics. Philosophy is the 

 propaedeutic to the study of theology. In our day science, history, 

 theology, literature and art are looking more than ever towards 

 philosophy for an interpretation of their data, a commentary upon 

 their methods and results, and a statement of final principles. So, 

 also, national development requires that our people be trained to 

 the use of ideas and to guidance by ideals. Our lack of an expert 

 teacher in sociology, to which Professor Anderson referred, is only 

 characteristic of our general neglect of the study of principles. 



In peace or in war — and the latter may ere long be our expe- 

 rience — the plan of philosophical discipline still holds good. Train 



