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296 The Century of the Child
tion of a compromise is in this case not a ques-
tion of application; it is a most important
question of principle in education.
Since I set down these words, many points
of view have been brought out in this connec-
tion. One which made a sensation when it
was published, in 1890, was Professor Dodel’s
book, Moses or Darwin? The author showed
how deeply Darwinism was implanted in
science and in civilisation; how popular educa-
tion was restricted, because it was kept remote
from the scientific views of the present day
and forced into the circle of ecclesiastical
ideas. Religious instruction is simply a
crime against the psychological law of devel-
opment. For children are taught by a the-
ological system to think about abstract
conceptions, while they are in no condition to
do it. The worst is, he said, that in high
schools the theory of development is now
taught as scientific truth, while in the common
schools, built and maintained by the same
government, the myth of the Mosaic story of
creation continues to be taught, in the sharp-
est contrast with what science and living nature
teach the child. This is an immoral and dis-
honest state of affairs that must be brought to
an end.
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