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Nice Baby Wallpaper Biography

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Mrs. Shinn correctly identifies the thrill that the baby feels at that age, when the burst of 

awareness about her world overwhelms her desire for food. 

By the time the baby is five months old, the author is willing to admit to "real" desire on the part of the baby, and shows how 

rapidly her interest in objects begins to unfold. When Ruth issix months old, Mrs. Shinn identifies what we now call "meansends," "object permanence/' and "imitation," and shows the baby's increasing self-awareness. Mrs. Shinn was making these 

acute  observations  and  labeling  them  long  before  Piaget  had  described  such  cognitive  processes.  Did  Piaget  read  her 

observations  and  learn  from  her  insights?  I  was  particularly  impressed  with  Mrs.  Shinn's  understanding  of  "her"  baby's 

pleasure  in  each  learning  step.  For  example,  she  describes  the  way  Ruth  drops  things  simply  to  "watch  them  fall." 

Descriptions like this make Ruth seem so alive! 

Mrs. Shinn's book is a classic of observation. Observation—that is, watching and recording—  has a long and distinguished 

history  as  a  research  instrument  In  the  natural  sciences.  And  yet  there  are  few  volumes  that  include  such  sensitivity  and 

attention to detail as does this "baby biography/' In the words  of a reviewer of the period, Mrs. Shinn had a vital asset: "the 

loving,  sympathetic  relation  with  the subject, necessary for insight and yet  not sufficient to obscure the  judgment."  It is a

pleasure to read a book first published in 1900 that has obviously led us to some of our present insights. 

Cambridge, Mass., 1985 

THE BIOGRAPHY OF A BABY 

BABY BIOGRAPHY IN GENERAL 

" IT is a well recognized fact in the history of sciencethat the very subjects which concern our dearest interests, which lie 

nearest our hearts, are exactly those which are the last to submit to scientific methods, to be reduced to scientific law. Thus it 

has  come  to  pass  that  while  babies  are  born  and  grow  up  in  every  household,  and  while  the  gradual  unfolding  of  their 

faculties has been watched with the keenest interest and intensest joy by intelligent and even scientific fathers and mothers 

from time immemorial, yet very little has yet been done in the scientific study of this most important of all possible subjects, 

—the ontogenetic evolution of "the faculties of the human mind. 

" Only in the last few years has scientific attention been drawn to the subject at all. Its transcendent importance  has already 

enlisted many observers, but on account of the great complexity of the phenomena, and still more the intrinsic difficulty of 

their interpretation, scientific progress has scarcely yet commenced. 

" What is wanted most of all in this, as in every science, is a body of carefully observed facts. But to be an accomplished 

investigator in this field requires a rare combination of qualities. There must be a wide intelligence combined with patience in 

observing and  honesty  in recording.  There  must  be  also an earnest  scientific  spirit,  a loving  sympathy with  the subject of 

investigation,  yet  under  watchful  restraint,  lest  it  cloud  the  judgment;  keenness  of  intuitive  perception,  yet  soberness  of 

judgment in interpretation."

I have appropriated these words of Dr. Joseph Le Conte because the general reader is not likely to see them where they were 

originally printed, in a little university study, and it is a  pity to let the general reader miss so good an introduction  to  the 

subject. Not all learned men rate baby biography as highly as Dr. Le Conte does; but probably all biologists do, and those 

psychologists who are most strongly impressed with the evolutionaryinterpretation of life. 

It  is  easy  to  see  why  one's  views  of  evolution  affect  the  matter.  In  botany,  for  instance,  we  do  not  think  that  we  can 

understand the mature plant by studying it alone, without  knowledge  of  its germinating period. If  we omitted all  study of 

radical and plumule and cotyledon, we should not only lose an interesting chapter from the science, but also even the part we 

kept, the classification and morphology and physiology of the grown  plant itself, would be seriously misunderstood in some 

ways.  So  in  other  sciences:  it  is  necessary  to  understand  how  things  came  to  be  what  they  are,  to  study  the  process  of

becoming, so to speak, before the completed result can be understood. This is what we mean by " the genetic method " of 

studying a subject. 

Now, in proportion as one believes that the faculties of the human mind unfold by evolutionary law, like a plant from 

the germ, he will feel the need of studying these also genetically. As we find them in our grown selves, they are often 

perplexing. What seems a single complete, inborn faculty may really be made up of simpler ones, so fused together by 

long practice that they cannot be discerned. We know that this is the case with seeing. For instance, we give a glance at 

a ball, and see its form with a single act of mind. Yetthat act became possible only after long drill in putting simpler 

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