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Friday, 7 March 2014

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So other powers that seem simple and inborn may perhaps be

detected in the act of forming themselves out of simpler ones, if we watch babies closely enough, and it may lead us to

revise some of our theories about education.

There are enthusiasts, indeed, who would have us believe that child study is going to revolutionize all our educational

methods, but those who are surest of these wonderful results, and readiest to tell mothers and teachers what is the truly

scientific thing to do with their children, are not the ones who have done the most serious first hand study of children. From

indications so far, it is likely that the outcome of such study will oftener be to confirm some good old-fashioned ways of

training (showing that they rested unconsciously on a sound psychological basis) than to discover new ways. No substitute

has yet been found by scientific pedagogy for motherly good sense and devotion.

Yet the direct study of child minds does bring out some new suggestions of educational value, does give a verdict sometimes

between old conflicting theories, and always makes us understand more clearly what we are doing with children. And on the

purely scientific side there is one aspect of especial interest in genetic studies. That is, the possible light wemay get on the

past of the human race.

It has long been observed that there are curious resemblance's between babies and monkeys, between boys and barbaric

tribes. Schoolboys administer law among themselves much as a tribal court does; babies sit like monkeys, with the soles of

their little feet facing each other. Such resemblance's led, long before the age of Darwin, to the speculation that children in

developing passed through stages similar to those the race had passed through; and the speculation has become an accepted

doctrine since embryology has shown how each individual before birth passes in successive stages through the lower forms of

life.

This series of changes in one individual is called by evolutionists the Ontogenic Series; and the similar series through which

the race has passed in the myriad's of ages of its evolution is called the Phylogenic.

Now, of these two versions of the great world history, the phylogenic is a worn and ancient volume, mutilated in many

places, and often illegible. The most interesting chapter of all is torn out — that which records the passing over of man from

brute to human, the beginning of true human reason, speech, and skill. The lowest living races are far beyond the transition

line; the remains of the past can never tell us how it was crossed, for before man could leave anything more than bones —

any products of his art, such as weapons, or signs of fire — he had traveled a long way from his first human condition.

But from the ontogenic record no chapter can be torn out: a fresh copy of the whole history, from alpha to omega, is written

out every time an infant is conceived, and born, and grows to manhood. And somewhere on the way between the first cell of

the embryo and maturity each one must repeat in his own life that wonderful transition into, human intelligence. If we can

thoroughly decipher this ontogenic record, then, what may we not hope to learn of the road by which we human beings came?

We must not forget that the correspondence between these life books is only a rough one. They are versions of the same

world story, but they have traveled far from their common origin, and have become widely unlike in details. The baby has to

take many short cuts, and condense and omit inconceivably, to get through in a few brief years a development that the race

took ages for. Even the order of development gets disarranged sometimes. For instance, primitive man probably reached a

higher development before he could talk than babies have to now, after ages of talking ancestry: we must not look to a child

just learning to talk, to get an idea of what the minds ofmen were like when they were just learning to talk. Again, the human

child is carrying on under the influence of adults an evolution that primitive man worked out without help or hindrance from

any one wiser than himself; and that makes a great difference in the way he does it.

The moral of all this is that people should be very cautious indeed in drawing parallels between the child and therace, and

especially in basing educational theories on them. But if one is cautious enough and patient enough, there are many hints

about our race history to be found in every nursery. Some of these I shall relate in the following chapters.

Most studies of children deal with later childhood, the school years; and these are almost always statistical in theirmethod,

taking the individual child very little into account. My own study has been of babyhood, and its method has been

biographical. It is hard to get statistics about babies, scattered as they are, one by one, in different homes, not massed in

schoolrooms. Now and then a doctor has found material for good comparative investigations, and much effort has been spent