Introduction 



a chemical laboratory, or, more lately, a " nature- 

 study'' flower-pot or aquarium over against the 

 Classical School, and advertise this as our 

 " Modern Side " ; nor can we drop out know- 

 ledge of the past of civilisation and ideals 

 knowledge of history and of literature, of art and 

 music, and call the piteous skeletons of residual 

 information by the great name of " Science," as 

 the last Romanes lecturer too much appears to 

 do so inviting repressive reprisals from the old- 

 fashioned believers in "humanities," as water- 

 tight to science. Here again the education of 

 other peoples has been outrunning ours. In the 

 Danish folk-school or in the Japanese university 

 the noblest and the most inspiring traditions of 

 nation and of humanity, the latest scientific dis- 

 coveries and technical methods are taught side 

 by side. Science and the humanities, here divorced 

 by absurd school and degree curricula, are there 

 kept apart no longer ; and whatever don or 

 examiner, professor or specialist may decide, the 

 more thinking student's outlook among ourselves 

 must ever seek to comprehend man as inseparable 

 from his past and from his world, the world too 

 as inseparable from man. But this is a reuni- 

 fication of culture ; it involves a reconciliation 

 of ideals which for too many of us are still as 

 divergent as ever seemed those of science and 

 faith. If this reconciliation of man and nature, 

 classics and science, sociology and geography, is 

 to be a real one, its various aspects and approaches 

 need no less careful discussions. 



xvi 



