284 THE POPULAR SCIENCE MONTHLY 



SCIENCE AND MORALITY 



By Professoe ALBERT P. MATHEWS 



UNIVEESITY OP CHICAGO 



ONE of the most striking phenomena of the nineteenth century was 

 the great rise of science and the loosening of religious ties coin- 

 cident with a marked improvement in general morality. As it has for 

 centuries been generally taught that morals depend upon religion, this 

 phenomenon has to many appeared inexplicable. Indeed, some have 

 closed their eyes to the great change for the better that has taken 

 place/ so convinced are they that an improvement of morals is im- 

 possible except through religion. To them the basis of morality has 

 seemed to be slipping away with their religious tenets. 



The decadence of theology accompanying the rise of science is no 

 mere coincidence. The general enlightenment of the age, which has 

 been brought about by the scientific method, has undermined the 

 Christian theology and indeed all theology in two ways: it has, on the 

 one hand, seriously impaired the authority of the Bible as an errorless 

 book; and, on the other hand, in a far more important way it has 

 revolutionized the world by exalting reason rather than faith. What 

 may be called the scientific habit of mind is incompatible with the 

 blind acceptance of statements unsupported by evidence. Science has 

 been justified, moreover, by the enormous contributions it has made to 

 human happiness in the last half century. The question is, having 

 thus undermined religious beliefs, what has science to offer in the 

 place of religion as basis of morals? Can it take the place of religion 

 as an aid to morals ? 



The discovery of the fundamental causes of moral conduct is of 

 the first importance if we are to answer these questions and hasten 

 the process of improvement. For it has been generally felt that our 

 progress in national and individual morality is not so rapid as it 

 ought to be. A method of hastening the process is sought and many 

 suggestions have been made, the most frequent being that of teaching 

 morals in the schools. It is obvious that before proceeding intel- 

 ligently we must understand what the causes of morality are. If 

 morals depend upon religion it would appear sensible to give religious 

 instruction in the schools; if, however, the deep springs of good 



* By many people the awakening of public consciousness of the immorality 

 of certain acts is misinterpreted as an increase in immorality, instead of the 

 distinct improvement in morals which it actually represents. 



