Introduction 



What, then, is to be the place of science as re- 

 gards the matter of education, and how can she 

 help us in the manner of it ? The questions in 

 themselves are old enough : but the answer to 

 the first raises all the problems of the nature, 

 method, and classification of the sciences, and, 

 indeed, of their necessarily associated arts also ; 

 while the answer to the other demands that 

 developmental psychology of the child, of the 

 adolescent, of the sexes, which is happily now 

 everywhere nascent, that subtler individual psycho- 

 logy also, which is here and there renewing its 

 youth. In such ways, then, the teacher with his 

 demand for correlation and gradation of studies, 

 the psychologist, even the philosopher with his 

 system of knowledge, begin to draw together and 

 to revolt against the self-styled " practical man," 

 with his crudely abstract talk of " utility," against 

 the bureaucrat with his pretentious fetishes and 

 fictions of " My Lords," with their " forms " and 

 " codes," each concealing beneath its superficial 

 show of method and orderliness a hash of half- 

 decayed thought. Coming to details, there arises 

 a fresh group of discussions no less numerous 

 than before. What of science in our schools 

 and universities, from kindergarten to research 

 laboratories, and beyond ? What of professional 

 education, old and new that is, not only of the 

 medical, legal, and clerical faculties, but of the 

 teacher, the engineer, the artist also ? What of 

 popular education ? and what of general culture ? 

 and what of the better organisation of the whole ? 



xvii b 



