Various
Appletons' Popular Science Monthly, October 1899
That the cats did finally learn to escape shows, according to Dr. Thorndike, "the wearing smooth of a path in the brain, not the decisions of a rational consciousness." May I ask Dr. Thorndike what possible reason could a cat have to suppose that what happened once must needs happen again? Does Dr. Thorndike fancy his own knowledge of a million like matters was acquired by reason, and not empirically elaborated by processes of exactly the same sort as the cats went through? Let this experiment be tried on a healthy infant of two years, and I am of the opinion that the results would be the same as with the cat; yet the infant undoubtedly carries on "thinking processes similar, at least in kind, to our own," which Dr. Thorndike implicitly denies to his cats.
The chief cause of the inability of students to reach concordant results in this matter of animal intelligence appears to lie in a certain uncritical assumption often made. That all consciousnesses have a certain field of presentations, that to this field they attain, that because of it they feel and will, are fundamental facts; but the belief that attention or feeling or will differs per se in different consciousnesses, other than as the field to which they are at the moment related, differs – this is an utterly unwarranted assumption. According to the action of its environment, each conscious being must know the world just so far as is needed to conform its existence thereto, or else it must perish; but whether such knowledge, which is acquired by experience only, be quite small, as with animals, or somewhat larger, as with man, there is no reason to suppose that the attention, feeling, or will of the animal differs in itself from the same psychological state in man.
Mr. Andrew Van Bibber, of Cincinnati, Ohio, says: Animals, and especially wild ones, have no bank account or reserve, and have to face new conditions daily, and yet they make a living where man would starve.
When I was out in Colorado and Utah, years ago, I used to know of animals removing the bait nicely from dangerous traps without springing the trap. I knew of a dog who went over a mile to call his owner to the aid of a boy who had broken his leg, and who would not be refused till understood. This is brutish "instinct," is it? – something that Dr. Thorndike can't define. Will "instinct" teach a tired, half-starved horse to eat oats if you set them before him? Dr. Thorndike would say "Yes," but Dr. Thorndike would be wrong unless that horse knew from personal past experience what oats were. What animals learn (like the human animal) they learn chiefly by experience. They accumulate facts in their minds and use them.
I served in the cavalry of the Armies of the Tennessee and the Cumberland, and I know that instinct will not cause a hungry horse to touch oats unless he knows from his own experience what oats are. We used to capture horses in Mississippi which had never seen oats. It is all corn down there. We would bring them into camp tired out and hungry, and would pour out our oats for them. Not one of them would touch the oats. You could leave the hungry horses hitched for twenty-four hours before oats, and not one grain would they touch. They would stand there and starve. We had to throw up their heads and fill their mouths full of oats. If we stopped there, they would spit them out. We had to grab their jaws and work them sideways until they had a good taste. Then they understood, and ate oats right along. Plenty of such horses in Mississippi to-day…
If Dr. Thorndike tried his intelligent "Experiment No. 11" with a two-year-old cat, why didn't he try it with a two-year-old human? I guess he would have found an equal amount of ignorance of the mechanism of door fastenings, which comes only with teaching, and would have produced only struggles and screaming.
THE TREND OF POPULATION IN MAINE
Editor Popular Science Monthly:
Sir: In the article contributed to your magazine for the month of August on Recent Legislation against the Drink Evil, I notice what appears to me to be a misstatement of fact. The writer speaks of the results of prohibition in the State of Maine, and says, "In sixty-three years Maine has seen her commerce disappear and her population dwindle."
I have not investigated the matter of Maine's commerce, but I find that her population has not dwindled in any possible sense of the term during the period indicated above.
It is, perhaps, a common impression that Maine has had such an exodus of her people to other States of the Union that she has suffered a loss in population. What are the real facts of the case? The census taken by the Government in 1840 gave the State 501,000 people, and that taken in 1890, 661,000, which shows, during the interval between 1840 and 1890, an increase of 160,000. The increase in population even during the decade 1880-'90 was 13,000. Whether there has been a decrease since 1890 nobody at present knows, and will not know until the decennial census is taken next year.
In view of these facts, I feel justified in challenging the correctness of the gentleman's statement, quoted above.
There can be no room for doubt that Maine has sustained considerable losses in population from farm desertion, but no statistics can be presented to show that the State has, during the time stated above, been dwindling in the number of people living within her borders.
J. Earle Brown.Woonsocket, R. I., August 17, 1899.
Editor's Table
EDUCATION AND CHARACTER-BUILDING
It is many years ago now since Mr. Spencer, in his Study of Sociology, remarked upon the exaggerated hopes commonly built upon education. With the courage that is characteristic of him, he went counter to a current of opinion which was then running with perhaps its maximum force. He said that the belief in the efficacy of education to remold society had taken so strong a hold of the modern world that nothing but disappointment would avail to modify it. This was in the year 1872; since then the disappointment has in a measure come, and many are prepared to accept his views to-day, who, twenty-seven years ago, thought they proceeded from a mind fundamentally out of sympathy with modern progress. Facts indeed are accumulating from year to year to prove the soundness of the philosopher's contention that "cognition does not produce action," and that a great variety of knowledge may be introduced into the mind without in the least inclining the individual to higher modes of conduct.
We are reminded of Mr. Spencer's line of argument by an article lately published in the London Spectator, entitled Influence on the Young. The writer sees clearly that enthusiastic educationists undertake far more than they can perform. "The character forms itself," he says, "assimilating nutriment or detriment, as it were, from the air, which the parents or teachers, for all their pains, can in no way change." There seems indeed to be in the young, he remarks, a distinct tendency to resist influence. Father and son will be opposed in politics; very pious people too often find, to their sorrow, their children growing up far otherwise than they could wish. The man who is very settled in his habits is as like as not to have a boy who can not be persuaded to take a serious view of life. The most unexceptionable home lessons seem to be of no avail against the attractive power of light companions. Evidently, Nature is at work in ways that men can not control. If there is a law of "recoil," as the writer in the Spectator hints, we may be pretty sure it serves some good purpose. It introduces, we can see at once, a diversity which makes for the progress, and perhaps also for the stability, of society. Two practical questions, however, suggest themselves: (1) What can we reasonably hope from education? and (2) What can we do to make a wholesome milieu for the rising generation?
With regard to education, it is evident that we can not know the best it can do until it has been reduced to a science – until, that is to say, as a result of the joint labors of practical educators and psychologists, we can claim to possess a reasonable degree of certainty as to the best arrangement and sequence of studies and the best methods of stimulating the mind and imparting knowledge. Upon these important questions there is still considerable diversity of opinion. Some educators think we should be very sparing of abstractions in the instruction of younger pupils. Others are of a contrary opinion. Professor Baldwin, for example, in his little work on The Mind, says that "grammar is one of the very best of primary-school subjects." He also recommends mathematics. These are questions which, it seems to us, admit of being finally settled. Allowance must of course be made for the varying capacities of individual children, but this need not stand in the way of the establishment of some general doctrine as to the law of development of the human mind. We shall then further require a true theory of method in education, so that we may know by what means the best results in the imparting of knowledge and the development of the capacities of the individual mind may be obtained. Assuming that these vantage points have been gained, education should be for every mind an eminently healthful and invigorating process, which is more than can be said for the forms of education that have prevailed in the past. These, while developing certain faculties, have, to a great extent, stunted others – have indeed, in too many cases, fatally impaired the natural powers of the mind. A notable paper, which appeared in the first number of this magazine, was one by the late Dr. Carpenter on The Artificial Cultivation of Stupidity in Schools. Professor Baldwin, in the work already cited, seems to be of the opinion that the process of cultivating stupidity, or at least mental shiftlessness, is in full blast to-day in many of our secondary schools owing to the prominence given to language studies. The science of education must at least put an end to this, and insure that the youths who are committed to the public schools shall not be subjected to any mind-destroying exercises. We can hope, however, that it will do much more. The mind, like the body, grows by what it feeds upon; and it is hard to conceive that suitable kinds of knowledge could be imparted in a natural manner, so as to awaken interest and develop the perceptive and reasoning powers, without at least preparing the mind for the reception of right sentiments.
So much the science of education, when it is fairly established, may reasonably be expected to do. It will deal with the mind upon true hygienic principles. There remains the more serious question how such a moral atmosphere can be created as will incline the young to take a right view of knowledge and its uses. Knowledge, it is hardly necessary to say, is power, just as money is power; and it is quite as needful that the idea of social service should be associated with the one as with the other. The best social service which, perhaps, any man can render is to give to the world the example of high disinterestedness and general nobility of character; and knowledge should be valued not as conferring individual distinction, but according as it expands and liberalizes the mind. The poet Coleridge has said with some truth that
"Fancy is the power
That first unsensualizes the dark mind,
Giving it new delights; and bids it swell
With wild activity; and peopling air,
By obscure fears of beings invisible,
Emancipates it from the grosser thrall
Of the present impulse, teaching self-control,
Till Superstition with unconscious hand
Seat Reason on her throne."
The mind having been "unsensualized," the next step is to moralize and humanize it, otherwise Reason on her throne may act not much more wisely than other monarchs have done. The classic example of the worship of reason is not reassuring as to the infallibility of the goddess. The question, then, as to how intellectual education and the education of the moral sentiments may go hand in hand is one that comes home to every member of the community. We all help to make the moral atmosphere and create the moral ideals of our time; and there is no use in looking for high standards in our colleges and other institutions of learning if we have low standards in our homes. The youth who hears nothing talked of at home but money is not likely to take much interest in instruction that does not bear directly on the question of making money. The youth who hears money spoken of in the home circle simply as a means of personal enjoyment and glorification will need something more than a few lectures on political or social economy to make him take a different view of it. We may employ excellent men and women as teachers, but their success from a moral point of view will always be limited by the general tone of the community.
It is evident, then, that no very special directions can be given for solving the problem with which we are concerned. Still, the posing of the problem and the indication of the conditions on which its solution depends may awaken in a few minds a new sense of their responsibility in the matter, and it is a gain for even one to go over to the right side. It would be quite as easy for the whole of society to live on a somewhat higher plane as it is for it to live on its present plane. It would simply mean that the average man would treat the average man a little better than he does now: whatever one gave he would thus get in return, and the burdens which are always associated with mutual distrust would be proportionately lightened.
The philosopher whom we began by quoting has indicated ways in which the craze for legislative shortcuts is working against the moral improvement of society. He holds that parental responsibility has been seriously impaired by legislative encroachments in the matter of education and otherwise. Book learning has become to the modern world a kind of fetich; and minds that ought to be in contact with the facts of life are stupefied, and so far prevented from getting their normal moral growth by being drilled in studies that bring no real profit. We can not bear the idea that one of our human brethren should not be able to read and write; but, provided he possesses these accomplishments, we ask no questions as to what use he makes of them. We have before us a police description of a criminal who graduated at one of the most celebrated universities on the Continent, who studied afterward for the Church, who was for several years an elder, and who possesses – so we are distinctly informed – fine literary tastes. The gentleman with all these advantages is a fugitive from justice. With all his knowledge and accomplishments he got no hold of the principles of right conduct, and – there are not a few like him. We need not only a science of education, but a science of government, the most valuable part of which will probably be that which shows us with demonstrative force what things government ought to leave alone. It is quite possible we should find the moral atmosphere materially improving if only the natural reactions between the individual and his environment were not interfered with. The course of Nature, we may feel assured, provides not less for moral than for mental growth, and if either process is defectively carried on we may safely attribute it to some ill-advised attempt we are making to improve on natural institutions. Science has done much for the world in the past, but it has yet to do much more. It will yet give us a light to our feet in matters educational and political, and will liberate us from many of the yokes and trammels we have foolishly imposed upon ourselves. Mankind will then look into the face of Nature and see in it a new beneficence and brighter promises for the future of the race.
THE AMERICAN ASSOCIATION AT COLUMBUS
A fairly good attendance, with an unusually large proportion of men prominent in science, and most cordial welcome and painstaking care of the members by the Ohio State University and the citizens of Columbus, combined to make the forty-eighth annual meeting of the American Association for the Advancement of Science a most enjoyable and instructive one. The two features of the meeting which seem to deserve the most attention are: First, the tendency which was shown in every section to direct the papers and discussions to practical subjects, so that all could participate in the proceedings and each member feel justified in having a word to say in them; and, secondly, the perfect cordiality with which the association was received and the assiduous attention with which it was taken care of by the local committee. The smaller and apparently less important details, but at the same time those which so largely determine one's comfort in a strange community, were thoughtfully arranged, and to this alone much of the success of the meeting was due. The numerous excursions were not only exceedingly enjoyable, but were arranged in every case primarily for their instructive and scientific features, and an Easterner, at any rate, could not take any of them without learning something. Another feature of the meeting that was especially satisfactory was the possibility it afforded for the younger workers in science to meet their elders, who had hitherto led the way – who were present, as we have already said, in larger proportion than usual. The importance of this feature, as President Orton pointed out in these pages a few months ago, can not be overestimated. The instruction and encouragement which a new worker in the scientific field gains from a personal acquaintance with the older men who have already achieved success and reputation in his branch of science are obvious enough. With the increasing specialization which modern research is making absolutely unavoidable, the social feature of the annual gathering of such a company of scientists is coming to be its most important function. A slight extension of it might very readily lead to the adoption of a specific policy by the several sections of devoting at least a part of their time to such a general statement of what has been accomplished in their department or to some especially important work of general interest that some of the members have been engaged in as would be most instructive to the members of the other sections. In the earlier meetings of the association the sectional chairmen often made such presentations in their stated addresses, but as times and men have changed, the idea has been departed from and this feature has become an exceptional one. If it could be restored, in a modified if not an identical form, and made a regular part of the programme of at least one of the sections at each meeting, the interest would be greatly enhanced, and in this way the chemist, the geologist, the botanist, and the others could be given regularly an authoritative account of what is being done in the other branches of science, and an important step would be taken toward doing away with the unfortunate narrowing influence which special scientific work is too apt to exercise.
The fixing of the last week in June as the time for holding the next meeting of the association, which is to be in New York, is a departure from recent practice as to date, but, aside from the special reason for it in this particular case – the probability that many of the members will be at the Paris Exposition during the following August – the experiment seems a desirable one because of the almost invariably excessive heat to which August meetings are exposed.
Scientific Literature
SPECIAL BOOKS
Evidences are apparent in many quarters of a reaction against the headlong rush toward aggression and territorial aggrandizement in which the American people have allowed themselves to be carried away. For a time the lovers of the Constitution of the United States as the fathers of the republic left it and Lincoln glorified it were bewildered, stunned by the revolution suddenly precipitated upon us from Washington, while the people at large seemed to be wild with enthusiasm for they knew not what, and men suffered themselves to be led – they knew not whither. Very slowly the true patriots recovered their voices, and signs appear that the people are at last getting into a mood to listen to reason. President David Starr Jordan's Imperial Democracy49 comes very opportunely, therefore, to call to the minds of those who can be induced to think some of the forgotten principles of American policy, and to depict, in the terse, incisive style of which the author is master, the true nature and bearing of those iniquitous proceedings to which the American people, betrayed by treacherous leaders, have allowed themselves to become a party. President Jordan was one of the first who dared, in this matter, to make a public protest against this scheme of aggression. His first address on the subject – Lest we Forget – delivered to the graduating class of Leland Stanford University, May 25, 1898, was separated only a few days in time from Prof. Charles Eliot Norton's exposure of the reversal of all our most cherished traditions and habits which the precipitation of the war with Spain had brought about. The two men must share the honor of leadership in the awakening movement. In this address President Jordan gives a true definition of patriotism as "the will to serve one's country; to make one's country better worth saving" – not the shrilling of the mob, or trampling on the Spanish flag, or twisting the lion's tail. Even so early he foresaw the darkness of the future we were bringing upon ourselves, and said: "The crisis comes when the war is over. What then? Our question is not what we shall do with Cuba, Puerto Rico, and the Philippines. It is what these prizes will do to us." This, with the wickedness of the whole business, is the burden of most of the other papers in the volume. In the paper on Imperial Expansion we are told of three "world crises" in our history when we were confronted with momentous questions. The first was after the Revolution. The second came through the growth of slavery. The third is upon us now. "It is not the conquest of Spain, not the disposition of the spoils of victory which first concerns us. It is the spirit that lies behind it. Shall our armies go where our institutions can not? Shall territorial expansion take the place of democratic freedom? Shall our invasion of the Orient be merely an incident, an accident of a war of knight-errantry, temporary and exceptional? Or is it to mark a new policy – the reversion from America to Europe, from democracy to imperialism?" President Jordan has an answer to the question, What are we to do in the shape affairs have assumed? The right thing would be "to recognize the independence of the Philippines, under American protection, and to lend them our army and navy and our wisest counselors; not our politicians, but our jurists, our teachers, with foresters, electricians, manufacturers, mining engineers, and experts in the various industries… The only sensible thing to do would be to pull out some dark night and escape from the great problem of the Orient as suddenly and as dramatically as we got into it." Yet President Jordan recognizes that some great changes in our system are inevitable, and belong to the course of natural progress. They must not be shirked, but should be met manfully, soberly, with open eyes. A paper on Colonial Lessons of Alaska presents as an object lesson the muss we have made with colonial government in that Territory.
Mr. A. H. Keane's Man Past and Present50 is a part fulfillment of a promise held out in his Ethnology, the first volume of the Cambridge Geographical Series, that it might be followed by another dealing more systematically with the primary divisions of mankind. In it the "four varietal divisions" of man over the globe are treated more in detail, with the primary view of establishing their independent specialization in their several geographical zones, and of elucidating the difficult questions associated with the origins and interrelations of the chief subgroups. The work consequently deals to a large extent with the prehistoric period, when the peoples had already been fully constituted in their primeval homes and had begun their subsequent developments and migratory movements. The author has further sought to elucidate those general principles which are concerned with the psychic unity, the social institutions, and religious ideas of primitive and later peoples. The two principles, already insisted upon in the Ethnology, of the specific unity of all existing varieties of the human family and the dispersion of their generalized precursors over the whole world in Pleistocene times are borne in view throughout. Subsequent to this dispersion, the four primary divisions of man have each had its Pleistocene ancestor, from whom each has sprung independently and divergently by continuous adaptation to their several environments. Great light is believed to have been thrown on the character of the earliest men by the discovery of the Pithecanthropus erectus, and this is supplemented as to the earliest acquirements by Dr. Noetling's discovery, in 1894, of the works of Pliocene man in upper Burmah. The deductions made from these discoveries strengthen the view Mr. Keane has always advocated, that man began to spread over the globe after he had acquired the erect posture, but while in other physical and in mental respects he still did not greatly differ from his nearest of kin. As to the age when this development was taking place, agreement is expressed with Major Powell's remark that the natural history of early man becomes more and more a geological and not merely an anthropological problem. The human varieties are shown to be, like other species, the outcome of their environments, and all sudden changes of those environments are disastrous. In both hemispheres the isocultural bands follow the isothermal lines in all their deflections – temperate regions being favorable, and tropical and severe ones unfavorable, to development. Of the metal ages, the existence of a true copper age has been placed beyond reasonable doubt. The passage from one metal to another was slow and progressive. In art the earliest drawings were natural and vital. The apparent inferiority of the drawings of the metal period to those of the cave dwellers and of the present Bushmen is due to the later art having been reduced to conventions. The development of alphabetical writing from pictographs is briefly sketched. Thus light is sought from all quarters in dealing with the questions of the book, and due weight is given to all available data – physical and mental characters, usages, religion, speech, cultural features, history, and geographical range. The general discussion of these leading principles is brief but clear and comprehensive. The bulk of the volume, following them, is occupied with the detailed and minute studies of the four main groups of mankind – the Negro, Mongol, American Indian, and Caucasic – and their subgroups, the discussion of each being preceded by a conspectus showing its Primeval Home, Present Range, Physical Characters, Mental Characters (Temperament, Speech, Religion, and Culture), and Main Divisions. The text is full, clear, good reading, instructive and suggestive, and in it the author has sought to make the volume a trustworthy book of reference on the multifarious subjects dealt with.