Darwin makes only passing reference to those modes of behaviour in animals which go by the name of play. "Nothing," he says,[180] "is more common than for animals to take pleasure in practising whatever instinct they follow at other times for some real good." This is one of the very numerous cases in which a hint of the master has served to stimulate research in his disciples. It was left to Prof. Groos to develop this subject on evolutionary lines and to elaborate in a masterly manner Darwin's suggestion. "The utility of play," he says,[181] "is incalculable. This utility consists in the practice and exercise it affords for some of the more important duties of life,"--that is to say, for the performance of activities which will in adult life be essential to survival. He urges[182] that "the play of young animals has its origin in the fact that certain very important instincts appear at a time when the animal does not seriously need them." It is, however, questionable whether any instincts appear at a time when they are not needed. And it is questionable whether the instinctive and emotional attitude of the play-fight, to take one example, can be identified with those which accompany fighting in earnest, though no doubt they are closely related and have some common factors. It is probable that play, as preparatory behaviour, differs in biological detail (as it almost certainly does in emotional attributes) from the earnest of after-life and that it has been evolved through differentiation and integration of the primary tissue of experience, as a preparation through which certain essential modes of skill may be acquired--those animals in which the preparatory play-propensity was not inherited in due force and requisite amount being subsequently eliminated in the struggle for existence. In any case there is little question that Prof. Groos is right in basing the play-propensity on instinctive foundations.[183] None the less, as he contends, the essential biological value of play is that it is a means of training the educable nerve-tissue, of developing that part of the brain which is modified by experience and which thus acquires new characters, of elaborating the secondary tissue of experience on the predetermined lines of instinctive differentiation and thus furthering the psychological activities which are included under the comprehensive term "intelligent." In _The Descent of Man_ Darwin dealt at some length with intelligence and the higher mental faculties.[184] His object, he says, is to show that there is no fundamental difference between man and the higher mammals in their mental faculties; that these faculties are variable and the variations tend to be inherited; and that under natural selection beneficial variations of all kinds will have been preserved and injurious ones eliminated.