School educationMason, Charlotte M. (Charlotte Maria)
Philosophy
School education
Mason, Charlotte M. (Charlotte Maria)
Education -- Curricula; Education -- Philosophy
Let us first of all settle it with ourselves that science and religion
cannot, to the believer in God, by any possibility be antagonistic.
Having assured ourselves of this, we shall probably go on to perceive
that the evolution of science is in fact a process of revelation, being
brought about in every case, so far as I am aware, by the process which
Coleridge has so justly described; that is, “that the _Ideas_ of Nature,
presented to chosen minds by a higher power than Nature herself, suddenly
unfold as it were in prophetic succession systematic views destined to
produce the must important revolutions in the state of man.” Huxley
defines the utility of Biology “as helping to give right ideas in this
world, which is, after all,” he goes on to say, “absolutely governed
by ideas, and very often by the wildest and most hypothetical ideas.”
Again, he writes, “those who refuse to go beyond the fact rarely get as
far as the fact; and anyone who has studied the history of science knows
that almost every great step therein has been made by the ‘anticipation
of nature,’ that is, by the invention of hypotheses.” One cannot help
thinking that scientific men would find the unifying principle they are
in search of in the fine saying of Coleridge’s which I have quoted more
than once or twice; so would they stand revealed to themselves as the
mouthpieces, not merely of _the truth_, for which they are so ready to
combat and suffer, but also as the chosen and prepared servants of Him
who is the Truth.
=Evolution, the Master-thought of the Age.=—Few of us can forget
Carlyle’s incomparable picture of the _Tiers État_ waiting for
organisation: “Wise as serpents; harmless as doves: what a spectacle for
France! Six hundred inorganic individuals, essential for its regeneration
and salvation, sit there, on their elliptic benches, longing passionately
towards life.” Less picturesque, but otherwise very much on a par with
this, is Coleridge’s description of Botany, as that science existed
in his own day, waiting for the unifying idea which should give it
organisation. “What,” he says, “is Botany at this present hour? Little
more than an enormous nomenclature; a huge catalogue, _bien arrangé_,
yearly and monthly augmented, in various editions, each with its own
scheme of technical memory and its own conveniences of reference!
The innocent amusement, the healthful occupation, the ornamental
accomplishment of _amateurs_; it has yet to expect the devotion and
energies of the philosopher.” The key-word for the interpretation of
life, both animal and vegetable, has been presented to our generation,
and we cannot make too much of it.
Public-domain text, read in full here on John Shaqi.
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