814 Causes and Course of Organic Evolution 



nomena with definite cells and cell substances, such as we 

 have traced throughout the present volume, while most have 

 more or less run together some two of the four that we dis- 

 tinctly recognize, so as to treat of three only. Though we 

 can as yet identify no material constituent as a spiritic sub- 

 stance, the phenomena of the biotic, the cognitic, and the 

 cogitic are so distinct from, even though continuous with, the 

 spiritic that we confidently look for an identification of a 

 material center or basis of it. 



The search would probably prove most successful were the 

 brains of the lion, the gorilla (an anthropoid that is largely 

 lacking in the socio-moral qualities) and a rude savage to be 

 minutely compared with that of a highly developed and "bal- 

 anced Anglo-Saxon." 



If then the cogitic and the spiritic represent the two higher 

 life energies, in contrast to the two lower or the biotic and the 

 cognitic, it is of some importance that in all educational books 

 these should be highly emphasized and expanded. Now, as 

 already pointed out, teaching can truly be said to consist of 

 two quite distinct lines of effort, that can often however be 

 made mutually helpful and intertwining with each other. 

 These are instruction and education. 



The former is — as it should be — largely cogitic, and con- 

 sists in storing the mental mechanism or neuratin of the gray 

 brain substance with accumulated and connected facts, that 

 link together the inorganic and organic phenomena of the 

 world. Instruction then is — as its very derivation indicates — 

 a disposing or placing within the nervous mechanism of a store 

 of knowledge, that bears on and explains the environal phe- 

 nomena that surround the individual. 



But successful instruction largely rests, and must rest, on 

 a continuous and skillful presentation of cognitic or sense 

 impressions drawn from every source. It is the recognition 

 of this fact — largely ignored till fifty to seventy-five years 

 ago — that has caused the revolution in educational method 

 whose fruits are now yielding richest reward to the human 

 race. 



