The full working-out of the delicate and subtle relationship of instinct and educability--that is, of the hereditary and the acquired factors in the mental life--is the task which lies before genetic and comparative psychology. They interact throughout the whole of life, and their interactions are very complex. No one can read the chapters of "The Descent of Man" which Darwin devotes to a consideration of the mental characters of man and animals without noticing, on the one hand, how sedulous he is in his search for hereditary foundations, and, on the other hand, how fully he realises the importance of acquired habits of mind. The fact that educability itself has innate tendencies--is in fact a partially differentiated educability--renders the unravelling of the factors of mental progress all the more difficult.
In his comparison of the mental powers of men and animals it was essential that Darwin should lay stress on points of similarity rather than on points of difference. Seeking to establish a doctrine of evolution, with its basal concept of continuity of process and community of character, he was bound to render clear and to emphasise the contention that the difference in mind between man and the higher animals, great as it is, is one of degree and not of kind. To this end Darwin not only recorded a large number of valuable observations of his own, and collected a considerable body of information from reliable sources, he presented the whole subject in a new light and showed that a natural history of mind might be written and that this method of study offered a wide and rich field for investigation. Of course those who regarded the study of mind only as a branch of metaphysics smiled at the philosophical ineptitude of the mere man of science. But the investigation, on natural history lines, has been prosecuted with a large measure of success. Much indeed still remains to be done; for special training is required, and the workers are still few.
Promise for the future is however afforded by the fact that investigation is prosecuted on experimental lines and that something like organised methods of research are taking form. There is now but little reliance on casual observations recorded by those who have not undergone the necessary discipline in these methods. There is also some change of emphasis in formulating conclusions. Now that the general evolutionary thesis is fully and freely accepted by those who carry on such researches, more stress is laid on the differentiation of the stages of evolutionary advance than on the fact of their underlying community of nature. The conceptual intelligence which is especially characteristic of the higher mental procedure of man is more firmly distinguished from the perceptual intelligence which he shares with the lower animals--distinguished now as a higher product of evolution, no longer as differing in origin or different in kind. Some progress has been made, on the one hand in rendering an account of intelligent profiting by experience under the guidance of pleasure and pain in the perceptual field, on lines predetermined by instinctive differentiation for biological ends, and on the other hand in elucidating the method of conceptual thought employed, for example, by the investigator himself in interpreting the perceptual experience of the lower animals.
Thus there is a growing tendency to realise more fully that there are two orders of educability--first an educability of the perceptual intelligence based on the biological foundation of instinct, and secondly an educability of the conceptual intelligence which refashions and rearranges the data afforded by previous inheritance and acquisition. It is in relation to this second and higher order of educability that the cerebrum of man shows so large an increase of mass and a yet larger increase of effective surface through its rich convolutions. It is through educability of this order that the human child is brought intellectually and affectively into touch with the ideal constructions by means of which man has endeavoured, with more or less success, to reach an interpretation of nature, and to guide the course of the further evolution of his race--ideal constructions which form part of man's environment.
