The teacher of 1900, if foolhardy, might stimulate; if foolish, might resist; if intelligent, might balance, as wise and foolish have often tried to do from the beginning; but the forces would continue to educate, and the mind would continue to react. All the teacher could hope was to teach it reaction.
Even there his difficulty was extreme. The most elementary books of science betrayed the inadequacy of old implements of thought. Chapter after chapter closed with phrases such as one never met in older literature:—“The cause of this phenomenon is not understood”; "science no longer ventures to explain causes"; "the first step towards a causal explanation still remains to be taken"; "opinions are very much divided"; "in spite of the contradictions involved"; "science gets on only by adopting different theories, sometimes contradictory." Evidently the new American would need to think in contradictions, and instead of Kant's famous four antinomies, the new universe would know no law that could not be proved by its anti-law.
To educate -- oneself to begin with -- had been the effort of one's life for sixty years; and the difficulties of education had gone on doubling with the coal output, until the prospect of waiting another ten years, in order to face a seventh doubling of complexities, allured one's imagination but slightly. The law of acceleration was definite, and did not require ten years more study except to show whether it held good. No scheme could be suggested to the new American, and no fault needed to be found, or complaint made; but the next great influx of new forces seemed near at hand, and its style of education promised to be violently coercive. The movement from unity into multiplicity, between 1200 and 1900, was unbroken in sequence, and rapid in acceleration. Prolonged one generation longer, it would require a new social mind. As though thought were common salt in indefinite solution it must enter a new phase subject to new laws. Thus far, since five or ten thousand years, the mind had successfully reacted, and nothing yet proved that it would fail to react, -- but it would need to jump.
Henry Adams is worth your time.
