The whole value of experience lies in the linkage and coalescence of the data afforded to consciousness. It is true that an inherited nervous system supplies the organic conditions of that physiological linkage and functional coalescence of which experience is the psychological expression. It is true that this physical integration secures a ready-made grouping of the conscious data which are the concomitants of orderly molecular changes in the brain or analogous sensorium. Still, it also remains true that the value of experience lies in the further linkage and coalescence that is acquired by the individual in the course of what we may fitly call its education. Every step in this education gets its psychological sanction through the satisfaction it affords in consciousness; and the time of acquisition is not during the stress of examination in the actual struggle for existence, but rather in the youthful period and in the subsequent intervals of preparation and practice during the play-time of animal life. The examination analogy--if, indeed, it may not be rightly regarded as something more than an analogy--may be pressed a little further as a means of fixing our attention on two points which are worthy of consideration. The first is that, in the preparation for the examination, specific practice as much of it is, cramming is not the system exemplified by the higher animals. A good all-round education in the acquisition of conscious situations more or less coalescent into a unified system of experience, and in their effective utilization without unnecessary delay and bungling along more or less converging lines of practical behaviour; this is what secures a “pass” in survival, especially where the circumstances of life have reached a considerable degree of complexity. The instinctive act, with its relatively definite response to a question which is almost certain to be set to every candidate for survival, is that, which is the analogue in behaviour to the result of a system of cram. Organic nature does employ this system in the lower classes of her school; definite responses are ground into merely instinctive types generation after generation, and the right answers are given, automatically and unintelligently, whenever the oft-recurrent questions are set. But this will not do when the questions require the exercise of intelligence, when they are of the nature of problems, with just those delicate but not unimportant shades of difference which baffle the candidate who has been drilled in a merely mechanical fashion. Hence the cramming of instinct does not suffice for animals whose environment presents problems of greater variety and greater complexity. Intelligence is required to meet the particular combinations as they arise. The greyhound, which is loosed on a hare, has never seen that hare run in exactly that way over that special tract of country. But he has been trained in such situations, and is thus prepared to meet the special