AMERICAN CATHOLICS AND SCIENCE 509 



tific theory for Darwin's ' modest mind,' itself became a philoso- 

 phy, to some almost a creed." ^ 



As a by-product of this controversy, there arose a school of 

 science popularizers, like H. G. Wells, who took occasion to 

 attack religion as the enemy of science. The most infamous of 

 these was Andrew White, whose Warfare of Science and The- 

 ology was popular in the last century. Many pastors intent 

 on protecting their flocks, especially the young, against this 

 poison warned them of the dangers to faith and morals lurking 

 in the field of science, especially when pursued in non-Catholic 

 institutions. The last condition was usually present, for Catho- 

 lics did not have the facilities of large universities in those days. 

 The young person of ability and scholarly bent was urged to 

 follow a safe career. No doubt many a potential Catholic sci- 

 entist was lost in this way or, sadder still, some became scien- 

 tists but gave up their faith because of opposition and because 

 of lack of guidance. When such a student brought to a priest 

 for solution the usual difficulties against the faith presented to 

 him by his non-Catholic colleagues, he was told in some cases 

 either that there was no problem involved, or that he should 

 abandon science lest he lose his soul. 



Another cause of the poor showing of Catholics in scientific 

 accomplishment, was the lack, or the low quality, of science 

 instruction in Catholic educational institutions. The recent 

 furor so widely discussed in the public press showed that this 

 condition was not confined to Catholic schools, but was more 

 or less universal. As we shall see, however, it was aggravated 

 in their case. 



The Church through the centuries has fostered the pursuit 

 of learning, even secular learning, as an aid to her mission. 

 W^ith the foundation of the United States a new factor entered 

 education. The Constitution of the new nation guaranteed 

 freedom of teaching, but at the same time left unchecked the 

 development of a completely secular spirit in the public schools. 



® L. Richmond Wheeler, Vitalism: Its History and Validity (London: Witherby, 

 1939), p. 164. 



