experimentally proved, facts. How is it actually? Speaking by and large, we only tell the general truth when we declare that _no indubitable cases of species forming or transforming, that is of descent, have been observed; and that no recognized case of natural selection really selecting has been observed._ I hasten to repeat the names of the Ancon sheep, the Paraguay cattle, the Porto Santo rabbit, the Artemias of Schmankewitch and the de Vriesian {17} evening primroses to show that I know my list of classic possible exceptions to this denial of observed species forming, and to refer to Weldon's broad-and-narrow fronted crabs as a case of what may be an observation of selection at work. _But such a list, even if it could be extended to a score, or to a hundred, of cases, is ludicrous as objective proof of that descent and selection, under whose domination the forming of millions of species is supposed to have occurred."_ (Italics mine.) [Footnote 2: Henry Holt and Co., New York, 1907.] Mr. Kellogg, as might be expected from this, objects very much to the application that has been so heedlessly made of certain supposed principles of evolution to pedagogy. In practically every science to which Darwinian principles have been applied it is the weakest of the principles that have been appealed to as the foundation for presumedly new developments in the particular science. With regard to the so-called science of education Professor Kellogg says: "In Pedagogy it is also the theory of descent rather than the selection theory which has been drawn on for some rather remarkable developments in child study and instruction. Unfortunately it is on that weakest of the three foundation pillars of descent, namely the science of embryology with its Müllerian-Haeckelian capitulation theory or biogenetic law, that the child-study pedagogues have builded. The species recapitulates in the ontogeny (development) of each of its individuals the course or history of its {18} phylogeny (descent or evolution). Hence the child corresponds in different periods of its development to the phyletic stages in the descent of man. As the child is fortunately well by its fish, dog and monkey stages before it comes into the care of the pedagogue, he has to concern himself only with safe progress through the various stages of prehistoric and barbarous man. Detect the precise phyletic stage cave-man, stone-age man, hunter and roamer, pastoral man, agriculturalist, and treat with the little barbarian accordingly! What simplicity! Only one trouble here for the pedagogue: _the recapitulation theory is mostly wrong and what is right in it is mostly so covered up by the wrong part, that few biologists longer have any confidence in discovering the right._ What, then, of our generalizing friends, the pedagogues?"