Part 2

HUDSON, WILLIAM H.

SIGHT IN SAVAGES.

Keen observation of cards by a player whose vision otherwise was ordinary. We see what we look for. Sight in savages is trained to detect particular objects,--men, beasts and birds of prey, reptiles, game and the like. Sight in civilized man is just as sharp, but is directed to different objects, the letters of a printed page, for example. 79

HOLMES, OLIVER W.

MECHANISM IN THOUGHT AND MORALS.

Do we ever think without knowing that we are thinking? Leibnitz long ago said yes. We remember a name by ceasing the conscious search for it. One goes to sleep with a problem in mind, and awakens with the solution clear. The man of genius is inspired he knows not how: the deepest things are not in the consciousness. How Burns composed his poems. An idea planted in a thinker's mind will grow when he is least conscious of growth. 95

MAUDSLEY, HENRY

MEMORY.

Unless the mind retains impressions and can recall them, no development is possible. Acts at first difficult become easy because nerves and muscles remember. Attention is the mother of memory. The more various and intimate the association of ideas the better. 115

CARPENTER, WILLIAM B.

COMMON SENSE.

Walking and other common movements of the body become all but automatic. In much the same way mental experiences become organized into judgments which are largely or wholly true. Judgment in mathematics or other sciences demands special training. Grammar is often unconsciously acquired. The intuitions of the practised detective. The desire to do right strengthens the intellect. A wise man trusts to the spontaneities of his mind, just as a rider may trust his horse to find its way home. The human race, like the individual man, grows in common sense, abandons absurd practices and beliefs. 131

HUXLEY, THOMAS H.

A LIBERAL EDUCATION.

If we are to win the game of life we must understand and obey its rules. No man wholly uneducated. A liberal education makes the most of body, mind and heart. Education to the poor is of supreme importance: reading and writing are merely the means of education. The classics should be taught in a scientific way. Thorough knowledge of the earth as a centre from which study may proceed. Literature and history are indispensable. 151

HUXLEY, THOMAS H.

SCIENCE AND CULTURE.

The themes of classical education are less important than those of science. For culture an exclusively scientific education is at least as effectual as an exclusively literary education. New knowledge has so much increased in modern times as to sway daily life. The scientific method is now recognized as the one mode of discerning or discovering truth. What in the past men said about things is vastly less to the point than what can be learned now at first hand. The Greeks looked to Nature, let us also look to Nature and not merely repeat what the Greeks reported. Modern languages, especially English, as means of culture. Science cannot be applied unless its principles are understood. The mastery of these principles is culture. Art and letters, no less than science, are needed for a well-rounded mind. 171

MIND

THE PART PLAYED BY INFANCY IN THE EVOLUTION OF MAN

JOHN FISKE

When Darwin's "Origin of Species" was first published, when it gave us that wonderful explanation of the origin of forms of life from allied forms through the operation of natural selection, it must have been like a mental illumination to every person who comprehended it. But after all it left a great many questions unexplained, as was natural. It accounted for the phenomena of organic development in general with wonderful success, but it must have left a great many minds with the feeling: If man has been produced in this way, if the mere operation of natural selection has produced the human race, wherein is the human race anyway essentially different from lower races? Is not man really dethroned, taken down from that exceptional position in which we have been accustomed to place him, and might it not be possible, in the course of the future, for other beings to come upon the earth as far superior to man as man is superior to the fossilized dragons of Jurassic antiquity?

Such questions used to be asked, and when they were asked, although one might have a very strong feeling that it was not so, at the same time one could not exactly say why. One could not then find any scientific argument for objections to that point of view. But with the further development of the question the whole subject began gradually to wear a different appearance; and I am going to give you a little bit of autobiography, because I think it may be of some interest in this connection. I am going to mention two or three of the successive stages which the whole question took in my own mind as one thing came up after another, and how from time to time it began to dawn upon me that I had up to that point been looking at the problem from not exactly the right point of view.

When Darwin's "Descent of Man" was published in 1871, it was of course a book characterized by all his immense learning, his wonderful fairness of spirit and fertility of suggestion. Still, one could not but feel that it did not solve the question of the origin of man. There was one great contrast between that book and his "Origin of Species." In the earlier treatise he undertook to point out a vera causa [true cause] of the origin of species, and he did it. In his "Descent of Man" he brought together a great many minor generalizations which facilitated the understanding of man's origin. But he did not come at all near to solving the central problem, nor did he anywhere show clearly why the natural selection might not have gone on forever producing one set of beings after another distinguishable chiefly by physical differences. But Darwin's co-discoverer, Alfred Russel Wallace, at an early stage in his researches, struck out a most brilliant and pregnant suggestion. In that one respect Wallace went further than ever Darwin did. It was a point of which, indeed, Darwin admitted the importance. It was a point of which nobody could fail to understand the importance, that in the course of the evolution of a very highly organized animal, if there came a point at which it was of more advantage to that animal to have variations in his intelligence seized upon and improved by natural selection than to have physical changes seized upon, then natural selection would begin working almost exclusively upon that creature's intelligence, and he would develop in intelligence to a great extent, while his physical organism would change but slightly. Now, that of course applied to the case of man, who is changed physically but very slightly from the apes, while he has traversed intellectually such a stupendous chasm.

As soon as this statement was made by Wallace, it seemed to me to open up an entirely new world of speculation. There was this enormous antiquity of man, during the greater part of which he did not know enough to make history. We see man existing here on the earth, no one can say how long, but surely many hundreds of thousands of years, yet only during just the last little fringe of four or five thousand years has he arrived at the point where he makes history. Before that, something was going on, a great many things were going on, while his ancestors were slowly growing up to that point of intelligence where it began to make itself felt in the recording of events. This agrees with Wallace's suggestion of a long period of psychical change, accompanied by slight physical change.

Well, in the spring of 1871, when Darwin's "Descent of Man" came out, just about the same time I happened to be reading Wallace's account of his experiences in the Malay Archipelago, and how at one time he caught a female orang-outang with a new-born baby, and the mother died, and Wallace brought up the baby orang-outang by hand; and this baby orang-outang had a kind of infancy which was a great deal longer than that of a cow or a sheep, but it was nothing compared to human infancy in length. This little orang-outang could not get up and march around, as mammals of less intelligence do, when he was first born, or within three or four days; but after three or four weeks or so he would get up, and begin taking hold of something and pushing it around, just as children push a chair; and he went through a period of staring at his hands, as human babies do, and altogether was a good deal slower in getting to the point where he could take care of himself. And while I was reading of that I thought, Dear me! if there is any one thing in which the human race is signally distinguished from other mammals, it is in the enormous duration of their infancy; but it is a point that I do not recollect ever seeing any naturalist so much as allude to.

It happened at just that time that I was making researches in psychology about the organization of experiences, the way in which conscious intelligent action can pass down into quasi-automatic action, the generation of instincts, and various allied questions; and I thought, Can it be that the increase of intelligence in an animal, if carried beyond a certain point, must necessarily result in prolongation of the period of infancy,--must necessarily result in the birth of the mammal at a less developed stage, leaving something to be done, leaving a good deal to be done, after birth? And then the argument seemed to come along very naturally, that for every action of life, every adjustment which a creature makes in life, whether a muscular adjustment or an intelligent adjustment, there has got to be some registration effected in the nervous system, some line of transit worn for nervous force to follow; there has got to be a connection between certain nerve-centres before the thing can be done, whether it is the acts of the viscera or the acts of the limbs, or anything of that sort; and of course it is obvious that if the creature has not many things to register in his nervous system, if he has a life which is very simple, consisting of few actions that are performed with great frequency, that animal becomes almost automatic in his whole life; and all the nervous connections that need to be made to enable him to carry on life get made during the fœtal period [the period before birth] or during the egg period, and when he comes to be born, he comes all ready to go to work. As one result of this, he does not learn from individual experience, but one generation is like the preceding generations, with here and there some slight modifications. But when you get the creature that has arrived at the point where his experience has become varied, he has got to do a good many things, and there is more or less individuality about them; and many of them are not performed with the same minuteness and regularity, so that there does not begin to be that automatism within the period during which he is being developed and his form is taking on its outlines. During prenatal life [before birth] there is not time enough for all these nervous registrations, and so by degrees it comes about that he is born with his nervous system perfectly capable only of making him breathe and digest food,--of making him do the things absolutely requisite for supporting life; instead of being born with a certain number of definite developed capacities, he has a number of potentialities which have got to be roused according to his own individual experience. Pursuing that line of thought, it began after a while to seem clear to me that the infancy of the animal in a very undeveloped condition, with the larger part of his faculties in potentiality rather than in actuality, was a direct result of the increase of intelligence, and I began to see that now we have two steps: first, natural selection goes on increasing the intelligence; and secondly, when the intelligence goes far enough, it makes a longer infancy, a creature is born less developed, and therefore there comes this plastic period during which he is more teachable. The capacity for progress begins to come in, and you begin to get at one of the great points in which man is distinguished from the lower animals, for one of those points is undoubtedly his progressiveness; and I think that any one will say, with very little hesitation, that if it were not for our period of infancy we should not be progressive. If we came into the world with our capacities all cut and dried, one generation would be very much like another.

Then, looking around to see what are the other points which are most important in which man differs from the lower animals, there comes that matter of the family. The family has adumbrations and foreshadowings among the lower animals, but in general it may be said that while mammals lower than man are gregarious, in man have become established those peculiar relationships which constitute what we know as the family; and it is easy to see how the existence of helpless infants would bring about just that state of things. The necessity of caring for the infants would prolong the period of maternal affection, and would tend to keep the father and mother and children together, but it would tend especially to keep the mother and children together. This business of the marital relations was not really a thing that became adjusted in the primitive ages of man, but it has become adjusted in the course of civilization. Real monogamy, real faithfulness of the male parent, belongs to a comparatively advanced stage; but in the earlier stages the knitting together of permanent relations between mother and infant, and the approximation toward steady relations on the part of the male parent, came to bring about the family and gradually to knit those organizations which we know as clans.