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Introduction
Throughout the 1920s Christian fundamentalists lobbied for state laws that banned teaching the theory of evolution in public schools. In 1925 Tennessee passed a law that prohibited teaching “any theory that denies the story of the Divine Creation as taught in the Bible, and to teach instead that man has descended from a lower order of animals.” When science teacher John Scopes (1900–1970) violated the law (as part of a plan by the American Civil Liberties Union to test its constitutionality), the state invited William Jennings Bryan (1860–1925) to join the prosecution of the case. Bryan, who ran unsuccessfully for president three times, was a staunch antievolutionist, as this 1922 New York Times editorial demonstrates. The Scopes trial became a national spectacle that showcased major schisms within American society over the compatibility of religion and science, and whether free speech ended at the classroom door. Bryan died five days after Scopes was found guilty. Despite the notoriety, the case never reached the Supreme Court—Scopes was soon freed on a legal technicality.
William Jennings Bryan, “God and Evolution: Charge That American Teachers of Darwinism ‘Make the Bible a Scrap of Paper,’” New York Times (February 26, 1922) 1; 11. Available at http://moses.law.umn.edu/darrow2/trials_details.php?id=7#:~:text=Newspapers,Answer%20to%20Bryan%20on%20Evolution.
I appreciate your invitation to present the objections to Darwinism,1 or evolution applied to man, and beg to submit to your readers the following:
The only part of evolution in which any considerable interest is felt is evolution applied to man. A hypothesis in regard to the rocks and plant life does not affect the philosophy upon which one’s life is built. Evolution applied to fish, birds and beasts would not materially affect man’s view of his own responsibilities except as the acceptance of an unsupported hypothesis as to these would be used to support a similar hypothesis as to man. The evolution that is harmful—distinctly so—is the evolution that destroys man’s family tree as taught by the Bible and makes him a descendant of the lower forms of life. This, as I shall try to show, is a very vital matter.
I deal with Darwinism because it is a definite hypothesis. In his “Descent of Man”2 and “Origin of Species” Darwin has presumed to outline a family tree that begins, according to his estimate, about two hundred million years ago with marine animals. He attempts to trace man’s line of descent from this obscure beginning up through fish, reptile, bird, and animal to man. He has us descend from European, rather than American, apes and locates our first ancestors in Africa. Then he says, “But why speculate?”—a very significant phrase because it applies to everything that he says. His entire discussion is speculation.
Darwin’s “Laws”
Darwin set forth two (so-called) laws by which he attempts to explain the changes which he thought had taken place in the development of life from the earlier forms to man. One of these is called “Natural Selection” or “Survival of the Fittest,” his argument being that a form of life which had any characteristic that was beneficial had a better chance of survival than a form of life that lacked that characteristic. The second law that he assumed to declare was called “Sexual Selection,”3 by which he attempted to account for every change that was not accounted for by Natural Selection. . . .
The first objection to Darwinism is that it is only a guess and was never anything more. It is called a “hypothesis,” but the word “hypothesis,” though euphonious, dignified, and high-sounding, is merely a scientific synonym for the old-fashioned word “guess.” If Darwin had advanced his views as a guess they would not have survived for a year, but they have floated for half a century, buoyed up by the inflated word “hypothesis.” When it is understood that “hypothesis” means “guess,” people will inspect it more carefully before accepting it.
No Support in the Bible
The second objection to Darwin’s guess is that it has not one syllable in the Bible to support it. This ought to make Christians cautious about accepting it without thorough investigation. The Bible not only describes man’s creation, but gives a reason for it; man is a part of God’s plan and is placed on earth for a purpose. Both the Old and New Testament deal with man and with man only. They tell of God’s creation of him, of God’s dealings with him, and of God’s plans for him. Is it not strange that a Christian will accept Darwinism as a substitute for the Bible when the Bible not only does not support Darwin’s hypothesis but directly and expressly contradicts it?
Third, neither Darwin nor his supporters have been able to find a fact in the universe to support their hypothesis. With millions of species, the investigators have not been able to find one single instance in which one species has changed into another, although, according to the hypothesis, all species have developed from one or a few germs of life. . . .
Guessing Is Not Science
Guesses are not science. Science is classified knowledge, and a scientist ought to be the last person to insist upon a guess being accepted until proof removes it from the field of hypothesis into the field of demonstrated truth. Christianity has nothing to fear from any truth; no fact disturbs the Christian religion or the Christian. It is the unsupported guess that is substituted for science to which opposition is made, and I think the objection is a valid one.
But, it may be asked, why should one object to Darwinism even though it is not true! This is a proper question and deserves a candid answer. There are many guesses which are perfectly groundless and at the same time entirely harmless; and it is not worthwhile to worry about a guess or to disturb the guesser so long as his guess does not harm others.
The objection to Darwinism is that it is harmful, as well as groundless. It entirely changes one’s view of life and undermines faith in the Bible. Evolution has no place for the miracle or the supernatural. It flatters the egoist to be told that there is nothing that his mind cannot understand. Evolution proposes to bring all the processes of nature within the comprehension of man by making it the explanation of everything that is known. Creation implies a Creator, and the finite mind cannot comprehend the Infinite. We can understand some things, but we run across mystery at every point. Evolution attempts to solve the mystery of life by suggesting a process of development commencing “in the dawn of time” and continuing uninterrupted up until now. Evolution does not explain creation; it simply diverts attention from it by hiding it behind eons of time. If a man accepts Darwinism, or evolution applied to man, and is consistent, he rejects the miracle and the supernatural as impossible. He commences with the first chapter of Genesis4 and blots out the Bible story of man’s creation, not because the evidence is insufficient, but because the miracle is inconsistent with evolution. If he is consistent, he will go through the Old Testament step by step and cut out all the miracles and all the supernatural. He will then take up the New Testament and cut out all the supernatural—the virgin birth of Christ, His miracles and His resurrection, leaving the Bible a story book without binding authority upon the conscience of man. Of course, not all evolutionists are consistent; some fail to apply their hypothesis to the end just as some Christians fail to apply their Christianity to life. . . .
Evolution and God
Theistic evolutionists5 insist that they magnify God when they credit Him with devising evolution as a plan of development. They sometimes characterize the Bible God as a “carpenter god,” who is described as repairing his work from time to time at man’s request. The question is not whether God could have made the world according to the plan of evolution—of course, an all-powerful God could make the world as He pleased. The real question is, Did God use evolution as His plan? If it could be shown that man, instead of being made in the image of God, is a development of beasts we would have to accept it, regardless of its effect, for truth is truth and must prevail. But when there is no proof we have a right to consider the effect of the acceptance of an unsupported hypothesis.
Darwin’s Agnosticism
Darwinism made an agnostic6 out of Darwin. When he was a young man he believed in God; before he died he declared that the beginning of all things is a mystery insoluble by us. When he was a young man he believed in the Bible; just before his death he declared that he did not believe that there had ever been any revelation; that banished the Bible as the inspired Word of God, and, with it, the Christ of whom the Bible tells. When Darwin was young he believed in a future life; before he died he declared that each must decide the question for himself from vague, uncertain probabilities. He could not throw any light upon the great questions of life and immortality. He said that he “must be content to remain an agnostic.”
And then he brought the most terrific indictment that I have read against his own hypothesis. He asks (just before his death): “Can the mind of man, which has, as I fully believe, been developed from a mind as low as that possessed by the lowest animal, be trusted when it draws such grand conclusions?” He brought man down to the brute level and then judged man’s mind by brute standards.
This is Darwinism. This is Darwin’s own testimony against himself. If Darwinism could make an agnostic of Darwin, what is its effect likely to be upon students to whom Darwinism is taught at the very age when they are throwing off parental authority and becoming independent? Darwin’s guess gives the student an excuse for rejecting the authority of God, an excuse that appeals to him more strongly at this age than at any other age in life. . . .
Religion Waning among Children
. . . Fathers and mothers complain of their children losing their interest in religion and speaking lightly of the Bible. This begins when they come under the influence of a teacher who accepts Darwin’s guess, ridicules the Bible story of creation, and instructs the child upon the basis of the brute theory. In Columbia a teacher began his course in geology by telling the children to lay aside all that they had learned in Sunday School. A teacher of philosophy in the University of Michigan tells students that Christianity is a state of mind and that there are only two books of literary value in the Bible. Another professor in that university tells students that no thinking man can believe in God or in the Bible. A teacher in the University of Wisconsin tells his students that the Bible is a collection of myths. Another state university professor diverts a dozen young men from the ministry and the president of a prominent state university tells his students in a lecture on religion to throw away religion if it does not harmonize with the teaching of biology, psychology, etc. . . .
. . . Evolution naturally leads to agnosticism and, if continued, finally to atheism. Those who teach Darwinism are undermining the faith of Christians; they are raising questions about the Bible as an authoritative source of truth; they are teaching materialistic views that rob the life of the young of spiritual values.
Christians do not object to freedom of speech; they believe that Biblical truth can hold its own in a fair field. . . .
And so in the matter of education, Christians do not dispute the right of any teacher to be agnostic or atheistic, but Christians do deny the right of agnostics and atheists to use the public school as a forum for the teaching of their doctrines.
The Bible has in many places been excluded from the schools on the ground that religion should not be taught by those paid by public taxation. If this doctrine is sound, what right have the enemies of religion to teach irreligion in the public schools? If the Bible cannot be taught, why should Christian taxpayers permit the teaching of guesses that make the Bible a lie? A teacher might just as well write over the door of his room, “Leave Christianity behind you, all ye who enter here,” as to ask his students to accept an hypothesis directly and irreconcilably antagonistic to the Bible.
Our opponents are not fair. When we find fault with the teaching of Darwin’s unsupported hypothesis, they talk about Copernicus7 and Galileo8 and ask whether we shall exclude science and return to the dark ages. Their evasion is a confession of weakness. We do not ask for the exclusion of any scientific truth, but we do protest against an atheist teacher being allowed to blow his guesses in the face of the student. The Christians who want to teach religion in their schools furnish the money for denominational institutions. If atheists want to teach atheism, why do they not build their own schools and employ their own teachers? If a man really believes that he has brute blood in him, he can teach that to his children at home or he can send them to atheistic schools where his children will not be in danger of losing their brute philosophy, but why should he be allowed to deal with other people’s children as if they were little monkeys?
We stamp upon own coins “In God We Trust”; we administer to witnesses an oath in which God’s name appears; our president takes his oath of office upon the Bible. Is it fanatical to suggest that public taxes should not be employed for the purpose of undermining the nation’s God? . . .
. . .They weaken faith in God, discourage prayer, raise doubt as to a future life, reduce Christ to the stature of a man, and make the Bible a “scrap of paper.” As religion is the only basis of morals, it is time for Christians to protect religion from its most insidious enemy.
- 1. “Darwinism” is a shorthand reference to the theory of evolution named after Charles Darwin (1809–1882), who developed and popularized concepts of evolutionary biology in the mid-nineteenth century.
- 2. Darwin’s On the Origin of Species (1859) introduced the theory of evolution and natural selection but did not apply it to humans. In 1871 he published The Descent of Man, and Selection in Relation to Sex, which argued that humans, like other species, evolved from primitive ancestors.
- 3. Darwin’s theory of sexual selection suggests that males competing with each other to secure mates, along with females’ preference for stronger or more attractive males, strengthen traits “favorable” to reproduction as species evolve. Critics argued that Darwin’s theory of sexual selection was an attempt to obscure facts that did not conform to his theory of natural selection, which emphasized adaptation to environment as a key element of evolution. For example, the colorful feathers of the male peacock made them more visible to predators, so, according to the theory of natural selection, birds with colorful feathers should have disappeared over time. However, the theory of sexual selection reasoned that the appeal of those feathers to females instead resulted in colorful feathers becoming a dominant trait in male peacocks.
- 4. Genesis, the first book in the Hebrew Bible and the Christian Old Testament, speaks of the universe’s creation, including the origins of man.
- 5. Theistic evolutionists believe that the theory of evolution is compatible with Christian theology, arguing that evolution is part of God’s true plan for the universe.
- 6. Agnostics claim to neither believe nor disbelieve in God. Atheists do not believe in God.
- 7. Nicolaus Copernicus (1473–1543) was an astronomer and mathematician who theorized that the Sun, rather than the Earth, was the center of the universe.
- 8. Galileo Galilei (1564–1642) was an astronomer and physicist whose discoveries with the telescope he invented supported Copernicus’s heliocentric theory. He also argued that mathematical principles underlay the physical world, and the laws of nature could be discerned through experimentation.
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