The trained monkey always renders back without change the original lesson imparted by its human trainer. The lesson as first received becomes an immutable reaction-basis for the future. With a school child, however, the case is quite different. It does, indeed, receive “an historical basis of reaction,” when the teacher illustrates the process of multiplication by means of an example on the blackboard. But it does not receive this information passively and render it back in the original stereotyped form. On the contrary, it analyzes the information received, and is able thereafter to reapply the analyzed information to new problems differing in specificity from the problem that the teacher originally worked out on the blackboard. The human pupil does not, like the monkey or the phonograph, render back what it has received in unaltered specificity. His reaction differs from its original passive basis. To borrow the words of Driesch, he “uses this basis, but he is not bound to it as it is. He dissolves the combined specificities that have created the basis.” (“The Problem of Individuality,” pp. 27, 28.) The brute, therefore, cannot “learn,” or “be taught” in the sense of intellectual comprehension and enlightenment. “We see,” says John Burroughs somewhere, “that the caged bird or beast does not reason because no strength of bar or wall can convince it that it cannot escape. It cannot be convinced because it has no faculties that are convinced by evidence. It continues to dash itself against the bars not until it is convinced, but until it is exhausted. Then slowly a new habit is formed, the cage habit. When we train an animal to do stunts, we do not teach it or enlighten it in any proper sense, but we compel it to form new habits.”