Education: How Old The NewWalsh, James J. (James Joseph)
History
Education: How Old The New
Walsh, James J. (James Joseph)
Education -- History
In this we come upon one of the mysteries of history and of the life
of man. How is it that men secure certain knowledge and then forget
it--literally forget all about it--how is it that men make
discoveries and then lose sight of them so that they have to be made
over again; how is it that men even make useful inventions of all
kinds and these are lost sight of and the invention has to be made
over again in succeeding generations? How is it that the Suez Canal
was opened at least once before our time and then allowed to fill up
with sand, and we had to do the work all over again two generations
ago? How is it that America was discovered at least twice, probably
oftener, before Columbus' time, and yet his was a real discovery? We
actually have Papal documents addressed to bishops in Greenland from
Popes in the thirteenth century, mentioning missions on the mainland
of America. There are traditions that seem to point beyond all doubt
to the fact that the Irish monks were here in America in the eighth
and ninth centuries. Those traditions come from three or four
different sources. There was a reverence for the cross among the
Indians in certain parts of the country. A tradition of white-robed
priests who came from over the sea. The Norse name for America was
Irland it Mikla, Ireland the Great, {256} that is, the island of the
Irish, much larger than Ireland itself and lying beyond it in the
seas.
How is it, indeed, that there are many discoveries and rediscoveries
of the same principle in science? Heron's engine at Alexandria was an
anticipation of the turbine principle in the application of steam.
When we dug up surgical instruments at Pompeii we were surprised to
find that they had the form of many instruments that we thought we had
invented in our time. In glass-making, in iron-working, in all the
arts and crafts precious secrets are discovered, then lost, then
rediscovered, and this may even happen several times. We find no sign
of a continuous progress, but recurring phases that represent ups and
downs in man's interest in certain things and his achievements
corresponding to the intensity of his interest. Such a thing as a
regular progressive advance one finds nowhere in history. Nations do
not maintain their power after they have achieved it. Just as soon as
the struggle to maintain themselves is over, internal troubles of
various kinds set disintegrating factors at work and it is not long
before decadence can be noted and then the disappearance of the people
or at least of its national prominence becomes inevitable. We shall
not be surprised to find ups and downs in the history of feminine
influence and education, for this is the rule of history. We have only
been laboring under the false notion that definite progress was the
rule because of {257} over-absorption in the evolution theory--but it
is not.
Public-domain text, read in full here on John Shaqi.
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