As I pointed out in the eighth and ninth chapters of the _Riddle_, the most solid foundation of our monistic psychology is the fact that the human mind grows. Like every other function of our organism, our mental activity exhibits the phenomenon of development in two directions, individually in each human being and phyletically in the whole race. The ontogeny of the mind--or the embryology of the human soul--brings before us in direct observation the various stages of development through which the mind of every man passes from the beginning to the close of life. The phylogeny of the mind--or the ancestral history of the human soul--does not afford us this direct observation; it can only be deduced by a comparison and synthesis of the historical indications which are supplied by history and prehistoric research on the one hand, and the critical study of the various stages of mental life in savages and the higher vertebrates on the other. In this the biogenetic law is used with great success (chapter xvi.). As everybody knows, the new-born child shows as yet no trace of mind or reason or consciousness; these functions are wanting in it as completely as in the embryo from which it has been developed during the nine months in the mother's womb. Even in the ninth month, when most of the organs of the human embryo are formed and arranged as they appear later, there is no more trace of mind in its psychic life than in the ovum and spermatozoon from which it was evolved. The moment in which these sexual cells unite marks precisely the real commencement of individual existence, and therefore of the soul also (as a potential function of the plasm). But the mind proper--or reason, the higher conscious function of the soul--only develops, slowly and gradually, long after birth. As Flechsig has shown anatomically, the cortex in the new-born child is not yet organized or capable of functioning. Rational consciousness is even impossible for the child when it begins to speak; it reveals itself for the first time (after the first year) at the moment when the child speaks of itself, not in the-third person, but as "I." With this self-consciousness comes also the antithesis of the individual to the outer world, or world-consciousness. This is the real beginning of mental life.