BIOLOGY IN ITS WIDER ASPECTS 1363 



Here then is a better than royal road to education -and to 

 action as well, since an outline for the harmonisation of both. But 

 the reader and we must here leave each other to think out and 

 work out such steps as we can ; though developing this fundamental 

 Life-Theory later (Chapter XIII). For the present, enough to point 

 out how this development of university education, by outlining 

 Nature and Civilisation as its preliminary course, coincides in 

 principle with the individual case of an occupational education 

 summarised above ; and both with the more general Boy Scout type 

 of Re-Education in its world-wide progress. 



SUMMARY AND PLEA FOR EVOLUTIONARY EDUCATION. 



— How shall we even outline here, let alone fully and convincingly 

 set forth, this thoroughgoing change of educational viewpoints and 

 outlooks, interpretations and endeavours, which we now cannot 

 but demand? Nothing short of reorganised education — Re- Educa- 

 tion — accordingly; from Kindergarten to College, Museum and 

 Library; for child and teacher, student and professor. University 

 Principal and Minister of Education — and the public too, with their 

 young folks above all. How shall we even find the word for such a 

 change? Revolution? Yes, thorough; yet with no desire, or even 

 idea, of social changes by authority or by force; our banner is not 

 the urban red, but the rural green. Conversion? Yes, though not 

 with the too individualistic limitations with which that term is 

 apt to be associated; yet as new birth into life sustained by 

 freshening ideal for selves and others, life moralised and intel- 

 lectualised, to deepened faith and vital works together, and all 

 these vividly imaged with hope, and towards achievement; and 

 this even to aiding the coming of the Kingdom of the Ideal upon 

 earth, as in Ideals at their highest, beyond our powers. 



Yet how get over these real difficulties, more concretely and 

 definitely? Recall then in broadest outline the great periods of 

 history which every reader knows. First, the main succession of the 

 Stone Ages, Paleolithic and Neolithic, with their hunting life and 

 their pastoral and agricultural beginnings, the latter with its mani- 

 fest rise in the status of woman. Next see how, out of their vast 

 burial-places of the past, we are recovering Babylon and Egypt. 

 We have long been under the influence of patriarchal Israel, which, 

 with its outcome of Christianity, ranges from infant teaching to the 

 senior faculty of our Universities. In literature and the arts, in 

 sciences and philosophy, the Greeks have been our fundamental 

 masters; while our history, law, administration, and politics — 

 indeed, agriculture, architecture, and even engineering, have come 

 down to us from Rome. After these classic culture-periods came the 

 Dark Ages, whence emerged the Medieval order, to its great 

 developments, both temporal and spiritual, Yet as these declined 



