Organization in Relation to Environment 823 



and thus influenced he wrote, "mortify therefore your members 

 which are on the earth," and then proceeded to enumerate 

 analytic and disintegrating actions which might appear. But 

 in the recommendation, "mortify therefore your members," 

 he at once saw one good result of ascetic effort, and forshad- 

 owed though he did not know of, the actions performed by 

 the inhibitory nerves. 



The perfect man then we believe is he who can use without 

 abusing the biotic, the cognitic, the cogitic, and the spiritic 

 flows of energy, and can keep these in balanced proportion, 

 so that all may be adjusted to and helpful of each other. But 

 the higher are to be preferred to the lower, and give more sat- 

 isfying results, as Romanes has emphasized. When this has 

 been said however, it should equally be accepted that just 

 as we may have carnal or biotic sufficiency and balance, as 

 well as carnal gluttony; as we may have cognitic balance as 

 well as sensuous or sensual gluttony; as we may have cogitic 

 balance as well as intellectual gluttony and pride; so we may 

 have spiritic or religious balance as well as religious gluttony 

 or fanaticism. The bigoted Moslem, the exclusive Churchman, 

 the narrow Baptist in his worship of immersion, the revivalist 

 Methodist, who in earnest love denominationally for others 

 may show little of love — of charity — for those who differ from 

 his opinions, the antiquated Friend who views every one "out- 

 side meeting" as a religious suspect, are indulging a temporary 

 or permanent spiritic gluttony that upsets the balance of the 

 "perfect man." 



We believe then that individual, social, national, and inter- 

 national life will advance and evolve rapidly when every edu- 

 cational system will recognize, as a fundamental principle, 

 the co-existence of four interrelated and ascending grades of 

 matter- and energy -evolution. Each of these may vary in 

 each individual according to heredity, environment, capacity 

 to proenviron, and to opportunity for development. But the 

 great end and aim of all education should be to subdue analytic 

 or disintegrating tendencies, whether biotic, cognitic, cogitic, 

 or spiritic in each individual by such precept and action as shall 



