In order that natural selection and the survival of the fittest should have led to this increased size and accompanying educability of the brain, it is necessary to suppose that the individuals with the more educable brain as they appeared profited by it, that is to say, did become more educated, and so defeated their rivals, and survived and transmitted their increased size of brain little by little in succeeding generations. There is no difficulty about admitting this supposition in regard to the passage from higher ape-like creatures to later forms having a full-sized brain, such as we find in the Neanderthal man and in some Australians. But we are met here by what looks, at first sight, as a fact inconsistent with our view. The obvious increased educability and consequent increased education of lower races of man by the circumstances of their lives, places them clearly enough in a position of great advantage over the higher surviving apes. But when we compare the actual mental accomplishments of the highest civilized races of man with those of big-brained savages, we find that a large proportion of individuals in the civilized races are much farther ahead of the lower savage races than most of these are ahead of the higher apes. Newton, Shakespeare, and Darwin are in mental accomplishment farther away from an Australian black, or even a Congo negro, than these "savages" are from a gorilla or a chimpanzee. Yet the difference when we compare the size and the abundance of the convolutions of the brain of the European philosopher and the black-fellow does not seem, superficially, to be proportionate to the difference in the mental performance of the two. No minute study of the microscopic differences in the structure of the two brains has, as yet, been made, and it is probable that there is a greater difference here than in the mere shape of the brain-mass. It seems that the "educability" of the brain measured by its size is little greater in the one group of men than in the other. And it is found--so far as observation and experiment have been carried--that individual savages belonging to races showing very low mental accomplishments in their native surroundings are yet capable of being "educated" to a far higher level of mental performance, when removed in early youth from their natural conditions and subjected to the same conditions as the better-cared-for children of a civilized race, than any of them ever reach in their own communities.