84 THE GENETIC AND 



glorifies Okeii the free teacher, as a martyr to the 

 freedom of science, and at the end of it insists that 

 this freedom applies only to inquiry and not to teach- 

 ing, and that the master must teach no problem, no 

 theory, no hypothesis. 



While this unheard-of demand sets Virchow's views 

 of teaching in the most extraordinary light, and while 

 every unprejudiced and experienced teacher must 

 most emphatically protest against this strait-waist- 

 coat for instruction, he will feel no less bound to resist 

 Yirchow's other strange demand, that every ascertained 

 truth shall forthwith be taught in all schools, down 

 to the elementary schools. I myself, in my Munich 

 address, sought the instructional value of our monistic 

 evolution theory above all in the genetic method, in 

 the inquiry, that is to say, for the effective causes of 

 the facts taught ; and I added these words " How 

 far the principles of the doctrine of universal evolution 

 ought to be at once introduced into our schools, and in 

 what succession its most important branches ought to 

 be taught in the different classes cosmogony, geology, 

 the phylogenesis of animals and plants, and anthro- 

 pology this we must leave to practical teachers to 

 settle. But we believe that an extensive reform of 

 instruction in this direction is inevitable, and will be 

 crowned by the fairest results." I purposely avoided 



