Except within the domain
of the "humanities", in the narrow sense, and except so far as
the traditional point of view of the humanities has been left
intact by the innovators, it has generally held true that the
accredited learned class and the seminaries of the higher
learning have looked askance at all innovation. New views, new
departures in scientific theory, especially in new departures
which touch the theory of human relations at any point, have
found a place in the scheme of the university tardily and by a
reluctant tolerance, rather than by a cordial welcome; and the
men who have occupied themselves with such efforts to widen the
scope of human knowledge have not commonly been well received by
their learned contemporaries. The higher schools have not
commonly given their countenance to a serious advance in the
methods or the content of knowledge until the innovations have
outlived their youth and much of their usefulness -- after they
have become commonplaces of the intellectual furniture of a new
generation which has grown up under, and has had its habits of
thought shaped by, the new, extra-scholastic body of knowledge
and the new standpoint. This is true of the recent past.
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