I'KKSIUENTIAL ADDKKSS. 



4G3 



tlio University of Galifornia furnishes eacli class of sliuleiiU xvitli a special 

 sanctum where the appropriate literatm-e is collected for them ready to hand 

 To arrange such seminar libraries, as they may be termed is quite simple, it 

 only the library officials and the teaching staff can be induced to co-operate 



'"^t come It length to the root of the problem. It has sometimes been objected 

 that, however much we strive by means of organisation to invest Anthropology 

 with an external semblance of unity, the subject is essentially wanting in any 

 sort of inner cohesion. Nor does such criticism come merely from the ignorant 

 outsider; for I remember how, when the programme tor our Diploma Course 

 at Oxford was first announced to the world. Father Schmidt found fault with 

 it in the columns of ' Anthropos ' on the ground that it was not the part ot 

 one and the same man to combine the diverse special studies to which we 

 had assigned a common anthropological bearing. In the face of such strictures, 

 however— and they were likewise levelled at us from quarters nearer home— 

 we persisted in our design of training anthropologists who should be what i 

 may call 'all-round men.' Let them, we thought, by all means devote them- 

 selves later on to whatever branch of the subject might attract them most; 

 but let them in the first in.stance learn as students of human life to see it 

 steadily and see it whole.' Since this resolve was taken, a considerable number 

 of students has passed through our hands, and we are convinced that the 

 composite curriculum provided in our Diploma Course works perfectly in 

 nractice, and, in fact, well-nigh amounts to a liberal education in itself. It 

 is true that it cuts across cerUin established lines of demarcation, such as, 

 notably, the traditional frontier that divides the faculty of arts from the 

 faciUty of natural science. But what of that? Indeed, at the present moment, 

 when the popular demand is for more science in education— and I am personally 

 convinced that there is sound reason behind it— I am inclined to claim for our 

 system of combined anthropological studies that it affords a crucial instance 

 of the way in which natural science and the humanities, the interest in material 

 things and the interest in the great civilising ideas, can be imparted conjointly, 

 and with a due appreciation of their mutual relations. 



Now, there is tolerable agreement, to judge from the University syllabu.ses 

 which I have been able to examine, as to the main constituents of a full course 

 of anthropological studies. In the first place. Physical Anthropology must 

 form part of such a training. I need not here go into the nature of the topic."! 

 comin-ise<,l under this head, the more so as I am no authority on this side of 

 the subjc<:t. Suffice it to say that this kind of work involves the constant use 

 of a well-equipped anatomical laboratory, with occasional excursions into the 

 i)sychological laboratory which every University ought likewise to possess. It 

 is "notably this branch of Anthropology which some would hand over entirely 

 to the specialist, allowing him no part or lot in the complementary subjects of 

 which I am about to speak. I can only say, with a due sense, I trust, of the 

 want of expert knowledge on my part, that the results of the purely somato- 

 logioal study of man, at any rate apart from what has been done in the way 

 of" human paheontology , have so far proved rather disappointing; and I would 

 venture to suggest that the reason for this comparative sterility may lie, not 

 so much in the intrinsic difficulties of the subject, as in a want of constructive 

 imagination, such as must at once be stimulated by a fuller grasp of the 

 possibilities of anthropological science as a whole. 



In the next place, Cultural as distinct from Physical Anthropology must 

 be represented in our ideal course by at least two distinct departments. The 

 first of these, the Department of Prehistoric Archaeology and Technology, 

 involves the use of a museum capable of illustrating the material culture of 

 mankind in all its rich variety. Here instruction will necessarily take the form 

 of demonstration-lectures held in the presence of the objects themselves. To 

 a limited extent it should even be possible to enable the student to acquire 

 practical experience of the more elementary technological processes, as, for 

 instance, flint-knapping, fire-making, weaving, the manufacture of pottery, 

 and so on. May I repeat that, to serve such educational purposes, a special 

 kind of museum-organisation is required ? Moreover, it will be necessary^ to 

 include in the museum staff such persons as have had a comprehensive training 

 in Anthropology, and are consequently competent to teach in a broad and 

 humanising way. 



