EVOLUTION IN SCHOOLS

New Zealand Herald, Volume LXVI, Issue 20229, 13 April 1929, Page 14

EVOLUTION IN SCHOOLS

Sir,—lt may help to clear the atmosphere if I define the phrase, "theory of evolution," as an attempt of the human intellect to examine and classify the phenomena which Nature has presented or "unfolded" during the ages, whether or not there were any human beings present to witness them. Our "theory of evolution" can only be tentative until our intellect becomes infallible. We can only do our best by following the Baconian philosophy of induction. And, however imperfect our theory may be, nothing but confusion can arise from the introduction of the name and idea of God into a scientific question. That blunder can only give us a "Deus ex machina," a thing of straw, far removed from the indwelling power that, tries to lift us to the spiritual heights. Mt. Eden. J- Git.es.

Sir, —I would remind Dr. Fettit that "the mills of God grind slowly, but they grind exceeding small." If he regards the evidential value of fossil remains to the theory of evolution as "nil," he has only to consider the variability of living organisms—plant or animal —to see that the characteristics of species are not immutable. But evolution is not confined to living organisms. The chemical elements Lave evolved from a simple primordial substance of extremo tenuity. The solar system has evolved from a nebula; an aggregation of matter in motion; "without form and void." Christianity itself is in process of change. Modernism is but an attempt to rationalise it. The mystery of mysteries is why evolution over began. That it did begin I as firmly believe as Dr. Petti fc pins his faith to Genesis. Like "Schoolgirl" I made the choice from my own innate intelligence. In philosophic conclusions, man—"homo sapiens"— needs no other authority. Dr. Pctt.it quotes authorities against evolution, for each of whom a score of others equally eminent could be cited in support. Alexander Eraser.

Sir, —Mr. Norman Burton asks me whether it is not a breach of religious neutrality on the part of the htate to peimit even purely scientific evolutionary teaching, while a section of the public considers this to be in contradiction to their religious beliefs. My previous letters should provide him with the desired information, but I will briefly recapitulate. In short, Mr. Burton would extend the principle of religious neutrality not only to direct religious instruction, not only to religious implications from secular subjects, but also to instruction which is purely secular, if this be conscientiously objected to by any. A line must be drawn somewhere. Some of the present primary instruction is in contradiction with parts of the Bible—notably aspects of Copernican astronomy, including tlie teaching of a spherical earth and (lie heliocentric theory. If a section arises and declares its conscientious objection to this teaching on account of its opposition to Biblical statements, then, on Mr. Burton's application of his principle, all such instruction must be banned from schools. Let Mr. Burton face that point. As a reductio ad absurdum various groups may arise objecting to every present item of secular instruction, and destroy the whole educational system. Such misapplication of the religious neutrality principle would place our education system at the mercy of the most ignorant sections of the community. Obviously a line must be drawn somewhere, and I conceive that the only equitable way is to exclude all direct religious (or anti-religious) instruction, or any such implications from secular subjects, while permitting a purely scientific consideration of all secular subjects. Tf there lie any sections who then conscientiously object In the education given, let them do as the Roman Catholic Church (which has conscientious objections to the exclusion of its religious faith from State schools) has done, and foim schools of their own. Further, I do not see why such schools when formed should not receive some assistance from (ho Government in proportion to the number of children concerned, while in other matters they preserve a reasonable standard of educational efficiency. A.E.C.