First Principles

Evidence that in the course of psychial development, there is a change from the vague to the distinct, may be seen in every nursery. The confusion of the infant’s perceptions is shown by its inability to distinguish persons. The dimness of its ideas of direction and distance, may be inferred from the ill-guided movements of its hands, and from its endeavours to grasp objects far out of reach. Only by degrees does the sense of equilibrium, needful for safe standing and moving, gain the requisite precision. Through the insensible steps that end in comprehensible speech, we may trace an increase in the accuracy with which sounds are discriminated and in the nicety with which they are imitated. And similarly during education, the change is towards the establishment of internal relations more perfectly corresponding to external ones—to exactness in calculations, to a better representation of objects drawn, to a more correct spelling, to a completer conformity to the rules of speech, to clearer ideas respecting the affairs of life. How in the further progress to maturity the law still holds, needs not here be pointed out; more especially as it will presently be shown in treating of the evolution of intelligence during the advance of civilization. The only further fact calling for remark, is, that this increase of mental definiteness is, in some ways, manifested even during the advance from maturity to old age. The habits of life grow more and more fixed; the character becomes less capable of change; the quantity of knowledge previously acquired ceases to have its limits alterable by additions; and the opinions upon every point admit of no modification.