THE INFLUENCE OF EDUCATION 469 



tendency to train, instruct and form others of his kind. 

 Nor has the desire and abihty been limited to his own kind. 

 The history of civilization would have been very different 

 without the domestication of animals; this domestication 

 marks an extension of training to other species. In the case 

 of his own kind, however, the need to educate is itself 

 biologically imperative. Much has been said by John Fiske 

 and others of the effect of the prolongation of infancy in 

 the human animal in developing care of others and the 

 reflex effect of this necessary care upon the growth of moral 

 sentiments and ideas. But it testifies also to the fact that 

 the young require education by others to an extent not 

 paralleled among other animals. 



EDUCATION A BIOLOGICAL NECESSITY 



The human being is born feeble, impotent, needy in 

 the extreme. He cannot survive without the attention and 

 nurture of others who are capable and who supply his 

 wants. Food and protection must be extended to him by 

 others; this not a matter of choice but of necessity if he is to 

 hve more than a day or two. But the matter does not 

 terminate there. He has to learn to do and fend for himself; 

 he has to pass from the status of dependence to one of 

 independence. And this he can do only as he learns from 

 others. His native tendencies demand manifestation; he has 

 eyes, ears, hands and vocal organs. Even these he has to 

 learn to use. Much of their development is due to an 

 intrinsic maturing of the organism itself. To that extent 

 the young teach themselves. But such organic development 

 does not take them far. Indeed, without direction from 

 others, it leads to arrested development. Fortunately, 

 although also in some respects unfortunately, others, more 

 experienced and more initiated into the acquired habits 

 and resources of a community, have an interest in giving 

 native aptitudes direction. They see to it that natural 

 tendencies are directed toward certain objects and attached 

 to certain ideas and ideals. Interest in this process springs 

 from sources over and above such affection for the young 

 as may be entertained. For since death is as sure as birth, 

 social institutions, behefs and skills can be perpetuated 



