In this posting, I’ll talk about the American response to Darwinism and the continuing clash between Darwinism and Creationism in North American schools; 1859-1900 and later developments. Such an examination will show how the same arguments have been adopted by scholars, theologians, and churches the world over.
Fundamentalist religious groups have never accepted the uneasy relationship that exists between religious institutions and the theories of evolution and natural selection in the Western world. In America, those who believe in the Judeo-Christian accounts of the creation of the world as outlined in the book of Genesis have for centuries acted as political pressure groups to eliminate the teaching of Darwinism in schools by imposing their beliefs on public education (Strickberger 2005).
Because Charles Darwin published “The Origin of the Species” in 1859 when America was on the eve of the civil war, serious opposition to the work began in the 1870s in the post war period. Initial rumblings began to emanate that science was becoming a threat to religion. However, due to the presence of an imminent threat of biblical criticism, the Protestants failed to perceive the details of Charles Darwin’s study hence causing delay in their response. In 1873, during the international meeting of the Evangelical Alliance, the question of evolution was finally voiced. Charles Hodge; a Presbyterian theologian from Princeton took the challenge and allayed fears of the impact of evolution and natural selection by saying that these were not new concepts, the only new concept was Darwin’s own version of the two concepts.
By proposing a design that nature was controlled by chance, he concluded that Darwinism was atheism. After this initial declaration by Hodge, Borden P Browne who was a professor of philosophy in Boston University characteristically interpreted Darwinism as being expressive of; “Life without meaning; death without meaning; and the universe without meaning. A race tortured to no purpose, and no hope but annihilation. The dead only blesses; living standing like beasts at bay, and shrieking half in defiance and half in fright” (Pyne 1996, p.12)
For Americans, the Origin of Species and the Descent of Man only intensified the allegation that science continued to attack faith. By disregarding the underlying belief that humanity was a semi divine creation and that the universe was expressly designed for the benefit of mankind, the evolution theory and the schemes of natural selection posited that just like all the other animals, man too was involved in the struggle of existence. Theologians and religious institutions were expressly against the fact that the natural selection debased man to the level of other animals by denying human beings the unique qualities of the mind, intelligence and the soul.
Darwinism created doubts on three fundamental components that had maintained belief in religion for centuries. It shattered the belief in the presence of any design and purpose, the belief that there existed a Creator or a Designer of the universe, and lastly in the belief on the presence of the human soul. The shaking of the later belief consequently created pertinent questions on the existence of life after death-a belief that had been held belief in religion for centuries.
Not even the educated public could afford to be less attuned to the ramifications of the evolutionary theory and natural selection that had created confusion and controversy among philosophers, theologians and scientists. Some were driven to suicidal thoughts. A case in point is the wife of Historian Henry Adams; Marion Hooper Adams who after the loss of her father was engulfed in depression leading to her committing suicide due to depression and doubts on the existence of immortality after death (Pyne1996. p. 13). Her death was attributed to the controversy of the evolution theory as her husband; Henry Adams had uncannily predicted her religious crisis. Marion could not succeed in reconciling her beliefs in religion and the scientific evidences of natural selection.
The 19th century also saw the rise of American geology but its development was affected by serious controversies that were both theological and scientific. Just towards the end of the 18th century clashes over the origins of the earth had began to be felt in the intellectual circles. Catastrophists perceived Creationism as outlined in the book of Genesis as the only logical explanation to the perfection of nature. The “uniformitarians” were against this explanation as literally presented in the Bible. Instead they postulated that the formation of the earth resulted from uniform and continuous courses working over long periods of time. These debates were transported to the periods after the beginning of Darwinism in the 19th century (Mandelker 1984).
When the ramifications of the Darwinian Theory eventually reached the majority of Americans, their reactions reached dimensions of hysteria. Everybody sensed that with his study, Darwin had deliberately and effectively destroyed the fundamentals of religion. Earlier on through the works of Paley and other historians of his kind, the world had been made to believe that though miraculous and mysterious natural processes, God had directly created new species. From the geological records, these geologists and naturalists had almost completely convinced humanity that the earth as it existed was the product of a grand cosmic design implying that nature was reflective of the Divine Mind and Purpose (Pyne1996).
However, as the years trudged on to the lure of positivist science, new converts were being acquired to be practitioners of this novel empiricism. In essence, a new divide of belief was created. People had to either choose the orthodox view of creationism if it suited their understanding of existence or alternatively chose the novel scientific positivism as expressed in Darwinism. The overlap between these two facets characterized the notable hostility of Darwinism in America.
While creationism was held foundationally on the presence of a purpose of nature that satisfied the belief that the world and humanity moved towards a predetermined end, the theories of evolution and natural selection described the movement of nature to be marked with random and purposeless variations. Even though Darwin himself was persuaded that nature was governed by natural law as opposed to miracle, catastrophe, or the caprice of a Creator, he maintained that through these chance variations and adaptations in nature evolution proceeded along a probable evolutionary chain. In his journey to study the species in South America (1831-1836) on the Beagle, he had observed and recorded several mismatches between species and the environments they inhabited. This led to the postulation that as opposed to the creationist theory, to exist in the changing environments organisms had to espouse a wide range of adaptive mechanisms to ensure their survival.
The liberal Protestants in America were especially more loathsome of Darwinism, as Darwin insisted on delineating the evolutionary process which implied that nature and the existence of humanity was laid waste in the brutal struggle for existence. They could not fathom that the postulations of the superfecundity and plenitude of nature, miscegenation, mutation, ugliness and randomness were the basis upon which natural laws operated. The mere fact that natural selection as Darwin had explained led to the extinctions of some species created a religious and philosophical ferment of great magnitude.
Ten years after the publication of the “Origin of Species,” and the rise of the anti-Darwinism movement which is attributed to Protestantism, Herbert Spencer developed a philosophy of science with the intention of allaying the controversies between religion and science that Darwinism had created. In his publication, the “System of Synthetic Philosophy”, Spencer expounded on the theories of evolution which had specifically been limited to biology, linguistics, fossil life, education, political history, architecture, psychological phenomena, child rearing, and rights of women, manners, morals, fine arts and in any other discipline in which the theory of evolution could be applied. Even though Charles Darwin publicly praised Spencer as “the great expounder of the principle of Evolution”, the two works not only differed in methodology but were also derived from different schools of thought (Pyne 1996; Numbers & Stenhouse 2001).
The “System of Synthetic Philosophy” was especially instrumental in accommodating Darwinism in religion because he attempted to explain that religious coherence as it existed in those ages was buttressed by the authority of truth derived from science. His intention can be said to have been the creation of a new form of science that incorporated both the scientific truths and religious beliefs into a form of natural religion that would replace the orthodox Christianity. If such an intention is understood to be one driven by arrogance, then it best describes the evangelical zeal he set in the interpretation of the evolutionary theory and its subsequent incorporation into the perfectibility of human life in his book, the “System of Synthetic Philosophy”. However, even though his work was instrumental it never vanquished the hostilities between science and religion.
As the ramifications of Darwinism continued to create an upheaval in religious circles, the Old Protestantism order which had its basis on the interrelationship of science, faith, the Bible, civilization and morality began to crumble. In 1869, Oliver Wendell Holmes, Sr. offered a prediction of the catastrophe that was impending. He predicted that the collapse of the interrelationship would not be dramatic. He also intoned that the many vested interests of churches were rooted in evangelical idolatry and bibliolatry. For these reasons churches could not be expected to accept the implications of the novel views and explanations of the existence of man and the universe as the Bible could not challenge the scientific standards (Marsden 2006). The truth of the matter was that the creation evidence as detailed in the Hebrew books could not just be taken at face value as factual evidence of the creation of the world by a Supernatural deity.
By the 1970s so many evangelicals believed in the seriousness of the threat of Darwinism to religion but they did not share the analytic conclusions that Holmes had so aptly predicted. W.A Stearns attributed the current threats to Christianity as being no more than a continuation of the assaults that Christianity has been enduring (Mardsen 2006, 17). Other leaders reiterated that just as the skepticism, deism and atheism had been defeated in the Enlightenment, Christianity will be victorious again. While positing that never since Christianity has been strong as it was then, Stearns added that they will work together under the Evangelical Alliance to lift all people to achieve victory with the afflictions of modern rationalism, skepticism, the Papacy or any other false system.
These were the opinions that characterized fundamentalism. As an organized movement, it had two major forms. One front operated within the denominations where seminarians and ministers purged modernists and liberals with the sole intention of saving the orthodoxy. This form of fundamentalism cantered mainly in North America. The second form of fundamentalism was more of a popular crusade that was directed not only towards modernist and liberal heresies but also against Darwinism and the deteriorating moral trends in the society. While former mainly involved seminarians and conservative ministers, the latter was advanced by less scholarly or less academic preachers. These two forms of fundamentalism were joined into a form of loose coalition as they were working against a common enemy: Darwinism.
At the end of the 19th century it seemed that religious leaders had started becoming in terms with the evolutionary theories, but still approximately half of the population in the United States still denied the scientific truths postulated by the Darwin theories. This proportion which rejects Darwinism in its entirety believes that human beings are a product of a Supernatural creation that happened at some time in the history of the universe.
With regard to the uniqueness of the political and constitutional history of the United States, and the long history of a religious culture the creationism movement became more popular hence characterizing the First Amendment of the United States Constitution. It should be understood that the majority of the European settlers who came to North America during the 17th and the 18th centuries were settlers who were fleeing from religious prosecution from their mother countries (Dixon 2009).
Many of these settlers were non conformist Protestants who had adopted the belief in a personal relationship with God and the study of the Bible. They were Puritans, Quakers, Congregationalists, Baptists and Methodists. Since the settlers constituted a majority of the United States population at that time, these distinct religious groupings became the characteristics of the religious culture in the United States of America. Thus, due to the multiplicity of churches, there arose a need to separate the church from the state so as to prevent any favouritism of the any of the church groupings by the state. This spirit was aptly expressed when the First Amendment explicitly prevented the Congress from ever establishing any form of national religion. Despite this constitutional provision, other states still maintained contact with established churches but these were to soon die off leading to the full separation of the church and the state (Dixon 2009).
To exercise the same spirit of the separation of the church and the state, statutes were enacted to prevent other established religions from imposing their own version of Christianity on others. This led to the abolition of religious instruction in public schools. The passing of religious beliefs onto the younger generation was left to be done at home or in the Sunday school. This provision that completely eliminated religion in schools was what ushered in the clash between Creationism and Darwinism as the 20th century drew to a close.
The first instance of the clash with regard to the education occurred in 1925, when Dayton; a small town in Tennessee banned the teaching of Darwin’s evolution theories in public schools within their locality (Dixon 2009). The end of the sensational debates led to the elimination of the evolution theories from the science curriculum of most schools throughout the United States and for the duration between 1925 to the 1960s, the clash between Darwinism and Creationism subsided as they had both been eliminated from instruction curricula of public schools.
The elimination of such important scientific principles in the education curricula did not present any serious threats to the scientific development of the United States until the surprise success of Sputnik mission; a Russian space program which was launched in 1957. For fear that America was lagging behind in scientific development, a national panic arose that the scientific standards in American schools were low. The abolition of Darwinism in schools could no longer be tolerated. Acting against the wishes of many American parents who viewed Darwinism as the causative agent for the social ills in the society, the courts re-introduced the learning of the evolutionary theories in American public schools.
The 1960s to the 1970s led to the rise of the theories of the Intelligent Design. However, the religious fundamentalists especially those in North America were also determined to establish a way by which they could also be enshrined in the curricula. These developments led to the concepts of Intelligent Design and Scientific Creationism. There were those who advocated for the teaching of both evolution science, the creation science in addition to another alternative such as catastrophism so as to create a balance between the violently conflicting theories of Creationism and Darwinism.
Through the idea of an Intelligent Design, postulated by a biochemist Michael Behe and a lawyer Phillip Johnson, a new way through which the concept of God could be taken back to the classrooms. However, the teaching of the Intelligent Design in American classrooms did not see the day as judges ruled that it had been religiously motivated and therefore a breach of the First Amendment in 2005(Dixon 2009; Numbers 2006).
The clash between Darwinism and Creationism in America was watched with amused detachment or in some instances notions of superiority by the British as they could not understand that there still existed some culturally backward communities in America that prevented children from garnering knowledge on the theories of Darwinism. Given that their era of controversy had long ended, they could not understand that unlike in Britain, the United States had far different historical differences among its population. The presence of interdenominational rivalry that existed in the United States did not exist in England during the time of the evolutionary controversy. The supremacy of the Church of England and the existence of a Parliament with a long tradition helped settle down the controversies that raged after the publication of the “Origin of the Species” and the “Descent of Man”. Moreover the Fundamentalist Christian movement that took off in the United States in the World War I period did not take off in Britain (Dixon 2009).
In his analysis of the developments of the clash between Darwinism and Creationism or rather the Intelligent Design, Yeats observes that just like any other American he does not understand why naturalism should exercise monopoly in North American classrooms. He reiterates that individuals who espouse Darwinism are using the courts to sustain the principles of evolution and natural selection in public schools. He could not understand why an issue about the origin of existence could only be explained by Darwinism when there were a multitude of other options that could be taught in the public schools. However, given the motivations behind the intelligent design, a bad case was presented to the judicial system and from that bad case emanated a bad decision. By trying to use scientific data to prove that the theory of Intelligent Design was at par with Darwinism hence losing the case before a court under modern jurisprudence with judges who underwent secular training.
Therefore, while religious fundamentalists may attempt to negotiate for a dualistic approach in the education system, they have to understand that the attorneys as well as the system of training existing in North America is steeped in Naturalistic philosophy. Thus, unless the religious fundamentalists propagate the understanding that Darwinism is a religious tenet as in secular naturalism and that the education system as well as the public school’s science educators is nothing but the missionaries of the religion, any attempt to introduce any other theoretical understanding of the origin of man and the universe will be viewed as being religiously motivated. However, some argue that much as Darwinism can escape the reference of being classified as a religion, what matters is the element of faith. So long as students are taught to have faith in Darwinism as being the conclusive explanation of the origin of man, then it is religion and it should not be taught in public schools in North America.
In North America, the continuing conflicts between supporters of Charles Darwin’s theory of evolution and natural selection on one hand and the supporters of the creationist theories on the other are just the 21st century’s skirmishes that have characterized the struggles between science and religion. Creationism as a theory and its pseudo-scientific offspring; the theory of Intelligent Design are products of the historical, cultural and religious characteristics of the population in North America.
So long as these underlying characteristics of the population persist, there is limited evidence that a time may come in the near future where the supremacy of Darwinism in the public school system will be challenged with creationist theories like the Intelligent design or any other theory, so long as such a theory is deemed to have originated from religious motivation. Currently, with the observable lack of interest in the theories of Creationism by current President of the United States of America; President Barack Obama coupled to the support of Darwinism in schools by the Supreme Court as well as the overriding interpretation of the First Amendment, it is no surprise that religiously motivated anti-Darwinism in North America will continue to be kept out of American classrooms.
There is very little, when one judges the history of these developments, to suggest that Darwinism will not continue to be part of the science syllabus in countries with secular systems of governance. Creationism, held afloat by nothing but belief, will also be taught in many countries but it will never strangle Darwinism as far as understanding natural biological phenomena is concerned. There are mountains of evidence to that end, mountains that cannot simply be washed away.
COMMENTS AND OPINIONS ARE HIGHLY WELCOMED.
Richard M. Oduor/Richie Maccs, Nairobi
Mr. Oduor is a writer, poet and critic. He did Biomedical Science and Technology (Bsc. Hons) and in line to pursue a Masters in Strategic Management. He is a founding Partner of a young company; Expert Research & Management Consultants and Founding Member at the Center for Intervention Against Alcohol (CIAADA). His prose and poetry have appeared in print and online journals and anthologies and the first poetry collection is due for publication. He has freelanced and copywrited for various local and international private research entities.