The Mind of the Child, Part II: The Development of the Intellect, International Education; Series Edited By William T. Harris, Volume IX.Preyer, William T.
Science
The Mind of the Child, Part II: The Development of the Intellect, International Education; Series Edited By William T. Harris, Volume IX.
Preyer, William T.
Child development; Child psychology
Now, however, the brainless living child that sucks, cries, moves arms
and legs, and distinguishes pleasure from displeasure, has indisputably
an individuality, an _ego_. We must, then, of necessity admit two _egos_
in the child that has both cerebrum and spinal marrow, and that
represents to himself his arm as good to taste of, as something to like.
But, if two, why not several? At the beginning, when the centers of
sight, hearing, smell, and taste, in the brain are still imperfectly
developed, each of these perceives for itself, the perceptions in the
different departments of sense having as yet no connection at all with
one another. The case is like that of the spinal marrow, which at first
does not communicate, or only very imperfectly communicates, to the
brain that which it feels, e. g., the effect of the prick of a needle,
for the newly born do not generally react upon that. Only by means of
very frequent coincidences of unlike sense-impressions, in
tasting-and-touching, seeing-and-feeling, seeing-and-hearing,
seeing-and-smelling, tasting-and-smelling, hearing-and-touching, are the
intercentral connecting fibers developed, and then first can the various
representational centers, these "I"-makers, as it were, contribute, as
in the case of the ordinary formation of concepts, to the formation of
the corporate "I," which is quite abstract.
This abstract "I"-concept, that belongs only to the adult, thinking
human being, comes into existence in exactly the same way that other
concepts do, viz., by means of the individual ideas from which it
results, as e. g., the forest exists only when the trees exist. The
subordinate "I's," that preside over the separate sense-departments, are
in the little child not yet blended together, because in him the organic
connections are still lacking; which, being translated into the language
of psychology, means that he lacks the necessary power of abstraction.
The co-excitations of the sensory centers, that are as yet impressed
with too few memory-images, can not yet take place on occasion of a
single excitation, the cerebral connecting fibers being as yet too
scanty.
Public-domain text, read in full here on John Shaqi.
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