HUMANISM AND REALISM. 553 
with the very elements of biology. And so the matter stands. 
But I have no doubt that shortly the secondary schools in Ger- 
many will be so remodelled that there will be very little difference 
between the two systems representing the old and new times,— 
deductive and inductive reasoning, authority, and research. 
Having now offered you a rapid sketch of the endeavours of 
the German people to assimilate its higher schools to the progress 
of science and inductive reasoning, and to bridge over the wide 
gulf still existing between the narrow-minded Humanists and 
Realists who, in most cases being more or less ignorant of each 
other’s panacea, fail to see its intellectual advantages, I 
Wish fo throw a rapid ‘glance at the ‘present state of 
the higher educational institutions at the Antipodes. I need 
scarcely point out that we still adhere in many respects to the 
same principles as have been followed for more than a thousand 
years, and what I contend for is that our teaching methods even of 
humanistic subjects should become inductive, that Science 
should be treated on an equal footing with Classicism, because 
in the union of both disciplines the true solution of the vexed 
question at issue lies. In confirmation of my statement that 
education has been at a stand-still, I would point to the present 
state of our middle schools, where the main object appears to be 
to prepare candidates for matriculation and junior scholarships 
of the University, and you will agree with me that there is much 
room for improvement if you accept the axiom that science and 
inductive teaching should be considered of the same value as 
classicism and the deductive method. To give you an instance, 
the first and second masters of the secondary schools in the 
Colonies, who have hitherto generally been obtained from the 
Mother Country, have been selected simply for their proficiency 
in classics and mathematics, and are therefore called the classical 
and mathematical masters. The rest of the subjects, several of 
which ought to be placed on a par with those favoured studies, 
are generally left to masters selected on the spot, or are taught 
by the two principal masters irrespective of their qualification for 
such tuition. Take the curriculum of our own University, it 
will be a matter of the greatest surprise to future generations to 
be told that at the end of the nineteenth century English, 
French, and German had not the same importance attached to 
them as Latin, and were put on the same footing as Science, that 
step-child of the present educational system. The same favour 
is shown in the schedule for junior scholarships to Latin and 
Mathematics, which have 1,500 marks assigned to each of them, 
whilst English and Science have but 1,000, and modern lan- 
guages, History and Geography have to be contented with 750 
marks each. I might continue my list of obstacles offered by 
the University regulations to the proper study of scientific sub- 
jects, but will content myself with offering one further and last 
illustration. For the B.A. degree the candidate can take only 
one natural scieace subject, so that if he selects biology he is 
prevented from taking geology ; and he cannot thoroughly study 
