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
The brain comes into the world provided with a great number of
impressions upon it. Some of these are quite obscure, some few are
distinct. Each ancestor has added his own to those previously existing.
Among these impressions, finally, the useless ones must soon be
obliterated by those that are useful. On the other hand, deep
impressions will, like wounds, leave behind scars, which abide longer;
and very frequently used paths of connection between different portions
of the brain and spinal marrow and the organs of sense are easier to
travel even at birth (instinctive and reflexive processes).
Now, of all the higher functions of the brain, the ordering one, which
compares the simple, pure sensations, the original experiences, and
first sets them in an order of succession, viz., arranges them in time,
then puts them side by side and one above another, and, not till later,
one behind another, viz., arranges them in space--this function is one
of the oldest. This ordering of the sense-impressions is _an activity of
the intellect that has nothing to do with speech_, and the _capacity_
for it is, as Immanuel Kant discovered, present in man "as he now is"
(Kant) _before_ the activity of the senses begins; but without this
activity it can not assert itself.
Now, I maintain, and in doing so I take my stand upon the facts
published in this book, that just as little as the intellect of the
child not yet able to speak has need of words or looks or gestures, or
any symbol whatever, in order to arrange in time and space the
sense-impressions, so little does that intellect require those means in
order to form concepts and to perform logical operations; and in this
fundamental fact I see the material for bridging over the only great
gulf that separates the child from the brute animal.
That even physiologists deny that there is any passage from one to the
other is shown by Vierordt in his "Physiology of Infancy" (1877).
The fundamental fact that a genuinely logical activity of the brain goes
on without language of any sort, in the adult man who has the faculty of
speech, was discovered by Helmholtz. The logical functions called by him
"unconscious inferences" begin, as I think I have shown by many
observations in the newly-born, immediately with the activity of the
senses. Perception in the third dimension of space is a particularly
clear example of this sort of logical activity without words, because it
is developed slowly.
Public-domain text, read in full here on John Shaqi.
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