And if in the comparatively helpless human infant the congenital modes of response seem less organized than those of the chick, if there is a larger percentage of random and apparently aimless movements, if the organic management of the bodily estate is less definitely ordered by the terms of the hereditary bequest, if there is more of maternal guidance and fosterage; still the data are provided in a substantially similar way. The situations are indeed destined to become more complex, the distinctions which arise in consciousness are more numerous, the coalescence and association include a wider range and succession of salient points; a longer time is required to become acquainted with the transactions of a business conducted in a far greater number of centres: but, at least in the early stages, the data are of the same kind, and are emphasized in the same way. Presentation and re-presentation play a similar _rôle_; and the chief difference lies in the fact that less stereotyped congenital behaviour is supplemented by some guidance, probably far less than is generally supposed, from those who lovingly minister to the course of infant development. No attempt can here be made to trace even in outline (an outline which must in any case be imaginary and conjectural) the sequence of situations which marks the course of mental development in its earlier stages. An example may, however, serve to show how the exercise of congenital tendencies may give rise to a new situation, and lead to a further development of behaviour. I kept some young chicks in my study in an improvised pen floored with newspaper, the edges of which were turned up and supported, to form frail but sufficient retaining walls. One of the little birds, a week old, stood near the corner of the pen, pecking vigorously and persistently at something, which proved to be the number on the page of the turned-up newspaper. He then transferred his attention and his efforts to the corner of the paper just within his reach. Seizing this, he pulled at it, bending the newspaper down, and thus making a breach in the wall of the pen. Through this he stepped forth into the wider world of my study. I restored the paper as before, caught the bird, and replaced him near the scene of his former efforts. He again pecked at the corner of the paper, pulled it down, and escaped. I then put him back as far as possible from the spot. Presently he came round to the same corner, repeated his previous behaviour, and again made his escape.