Early Greek astronomers, derived their first knowledge from the Egyptians, and these from the Chaldeans, among whom the science was studied, at a very early period. Their knowledge of astronomy, which gave their learned men the name of Magi, wise men, afterwards degenerated into astrology, or the art of consulting the position of the stars to foretel events—and hence sprung the silly occupation of sooth saying, for which the Chaldeans were noted to a proverb, in later ages.

I believe that the useful methods of mathematics are easily to be learned by quite young persons, just as languages are easily learned in youth. What a wondrous philosophy and history underlie the use of almost every word in every language—yet the child learns to use the word unconsciously. No doubt when such a word was first invented it was studied over and lectured upon, just as one might lecture now upon the idea of a rate, or the use of Cartesian co-ordinates, and we may depend upon it that children of the future will use the idea of the calculus, and use squared paper as readily as they now cipher. … When Egyptian and Chaldean philosophers spent years in difficult calculations, which would now be thought easy by young children, doubtless they had the same notions of the depth of their knowledge that Sir William Thomson might now have of his. How is it, then, that Thomson gained his immense knowledge in the time taken by a Chaldean philosopher to acquire a simple knowledge of arithmetic? The reason is plain. Thomson, when a child, was taught in a few years more than all that was known three thousand years ago of the properties of numbers. When it is found essential to a boy’s future that machinery should be given to his brain, it is given to him; he is taught to use it, and his bright memory makes the use of it a second nature to him; but it is not till after-life that he makes a close investigation of what there actually is in his brain which has enabled him to do so much. It is taken because the child has much faith. In after years he will accept nothing without careful consideration. The machinery given to the brain of children is getting more and more complicated as time goes on; but there is really no reason why it should not be taken in as early, and used as readily, as were the axioms of childish education in ancient Chaldea.

Some things mankind can finish and be done with, but not ... science, that persists, and changes from ancient Chaldeans studying the stars to a new telescope with a 200-inch reflector and beyond; not religion, that persists, and changes from old credulities and world views to new thoughts of God and larger apprehensions of his meaning.

The desire to preserve to future ages the memory of past achievements is a universal human instinct, as witness the clay tablets of old Chaldea, the hieroglyphs of the obelisks, our countless thousands of manuscripts and printed volumes, and the gossiping old story-teller of the village or the backwoods cabin. The reliability of the record depends chiefly on the truthfulness of the recorder and the adequacy of the method employed. In Asia, the cradle of civilization, authentic history goes back thousands of years; in Europe the record begins much later, while in America the aboriginal narrative, which may be considered as fairly authentic, is all comprised within a thousand years.