Education: How Old The NewWalsh, James J. (James Joseph)
History
Education: How Old The New
Walsh, James J. (James Joseph)
Education -- History
masterpieces of architecture, sculpture, and painting date as a rule
from long before our time, some of them nearly twenty-five hundred
years back.
As has been very well said, the man who talks much about progress in
our time usually knows only the history of human thought in his own
generation, and not very much about that. In nearly every important
phase of human achievement, we are, in present accomplishment, far
behind the great predecessors. In our generation, {15} we are
confessedly imitators in every phase of aesthetic expression. In
painting, sculpture, art and literature, our models are all in the
past, and we are quite frank in confessing that we are doing no work
at all so good as the work of our forefathers of many generations and
sometimes many centuries ago. Whence, then, comes the idea of
progress? It has obtained most of its vogue from the theory of
evolution; and the lack of evidence for evolution in general, in spite
of the persuasion on the part of many educated people that there are
proofs for it, can be very well judged from the corresponding lack of
evidence with regard to progress in humanity. There is complete
absence of proof for this latter, when the situation with regard to
human achievement in the really great things of human life is
examined. Indeed, it would be amusing were it not amazing to think how
readily we have come to accept notions for which there is so little
substantiation. To many this will doubtless seem a surprising
declaration to make, after all that has been written, and universally
accepted as most people think, with regard to evolution by the great
minds of the nineteenth century. What evolution means, however, is
summed up in the theory of descent, that is that living things as we
know them now, have all come from simpler forms and perhaps all from a
single form. The only other phase of interest in evolution is what
concerns the theory of natural selection, which is supposed by many
people to {16} have been demonstrated in the nineteenth century. It
may be well for those who think thus to have recalled to them what a
recent writer on the subject, himself a distinguished investigator in
biology, a professor at Leland Stanford University, where under the
influence of President Jordan biology is thoroughly yet conservatively
cultivated, has to say with regard to these theories and the objective
evidence for them. Professor Vernon L. Kellogg in his "Darwinism
To-day," [Footnote 2] p. 18, though himself an evolutionist and a
Darwinian, says: "What may for the moment detain us, however, is a
reference to the curiously almost completely subjective character of
the evidence for both the theory of descent and natural selection.
Biology has been until now a science of observation; it is beginning
to be one of observation plus experiment. The evidence for its
principal theories might be expected to be thoroughly objective in
character; to be of the nature of positive, observed and perhaps
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