368 FOOT-NOTES TO EVOLUTION. 
the faithful scrutiny their vast importance deserves, 
finds the doors of libraries and universities closed to his 
research. He who has seen the relation of man to his 
brother animals, finds the air filled with the vain chatter 
of those to whom whatever is natural seems only pro- 
fane. ‘Extinguished theologians,” Huxley tells us, 
“lie about the cradle of every science, as the strangled 
snakes beside that of the infant Hercules.” 
But this, again, is not the whole story. This fact is 
only an incident in human development. Not only theo- 
logians lie strangled about the giant’s 
cradle, but learned men of all ciasses and 
conditions. Learning and wisdom are 
not identical; they are not always on speaking terms. 
Learning looks backward to the past. The word “learn” 
involves the existence of some man as teacher. Wis- 
dom looks forward to the future. In so far as science is 
genuine, it is of the nature of wisdom. “To come in 
when it rains ” is the beginning of the science of mete- 
orology. “The soul that sinneth, it shall die,” is the 
practical basis of personal ethics. To be wise is to be 
ready to act; but learning in all the ages has con- 
demned wisdom and despised action. 
It seems to me that the warfare of science is not 
primarily, as Draper has called it, a conflict with re- 
ligion, nor even, as President White 
would have it, a struggle with “dog- 
matic theology.” It is all of these, but 
it is more than these—a conflict of tendencies in the 
human mind which has worked itself out into history. 
The great movements of history in general are written 
in the human mind before they are worked out on the 
great stage of the world. When history is enacted, we 
perform deeds and recite sentences “ written for us gen- 
erations before we were born.” “He hath his exits and 
The struggle 
against learning. 
The struggle in 
the human mind, 
