‘Suppose that the intelligent ant were to make observations on human behaviour as displayed in one of our great cities or in an agricultural district. Seeing so great an amount of routine work going on around him, might he not be in danger of regarding all this as evidence of hereditary instinct? Might he not find it difficult to obtain satisfactory evidence of the fact that this routine work has to some extent to be learned? Might he not say (perhaps not wholly without truth), “I can see nothing whatever in the training of these beings to fit them for their life-work. The training of their children has no more apparent bearing upon the activities of their after-life than the feeding of our grubs has on the duties of ant-life. They seem to fall into the routine of life with little or no preparatory training as the periods for the manifestation of the various instincts arrive. If learning thereof there be, it has so far escaped our observation. And such intelligence as their activities evince (and many of them do show remarkable adaptations to uniform conditions of life) would seem to be rather ancestral than of the present time, as is shown by the fact that many of the adaptations are directed rather to past conditions of life than to those which now hold good. In the presence of new emergencies to which their instincts have not fitted them, these poor creatures are often completely at a loss. We cannot but conclude, therefore, that, although acting under somewhat different and less favourable conditions, instinct occupies fully as large a space in the psychology of man as it does in that of the ant, while human intelligence is far less unerring and hence markedly inferior to our own.” ‘Are these views much more absurd than the views of those who, on the evidence which we at present possess, attribute all the activities of ant-life to instinct?’[6] _Reason_ is the power of adapting means to ends which is acquired from experience or instruction. All animals that profit by experience, therefore, or that learn from instruction—that is, are teachable—exercise reason.