BIOPSYCHOLOGICAL 599 



Kohler remarks that while the chimpanzees made some clever 

 hits, they often failed to take a step which a child would have 

 thought of. Picture, for instance, the chimpanzee who followed 

 others (not a very common procedure) in making a four-story 

 erection of boxes in order to reach the hanging fruit. Unluckily she 

 placed the fourth box with its open end up, so that when she climbed 

 into it, she was little nearer the desired banana than if there had 

 been only three boxes. Not understanding the relations of things, 

 and only dimly appreciative of a concrete "If this, then that", she 

 was nonplussed. Unable to correct her mistake, or fatigued by un- 

 wonted mental exertion, she curled up in the topmost box and fell 

 asleep. 



When we ask why an animal with a fine brain is not cleverer, we 

 should recall the biological commonplace that no creature is likely 



CBR 



M.O 



Fig. 90. 



Side View of the Brain of a Dog, showing the convoluted cerebral hemispheres 

 (CBR), the transversely grooved cerebellum (CBL), the medulla oblongata 

 (MO), the pituitary body (P), the crossing of the optic nerves (ON), the 

 olfactory lobe (OL), and the spinal cord (SC). Through the predominant 

 development of the cerebrum there is a covering over of the optic 

 thalami region and the optic lobes. Similarly the cerebellum conceals 

 the medulla oblongata. 



to show much more cleverness than the conditions of its life demand. 

 The anthropoid apes are strong and secure; they are as intelligent 

 as is required, just as is the case with a Golden Eagle. Till the 

 higher values are more than adumbrated, increase of knowledge 

 would be too apt to mean increase of sorrow. It would not be good 

 for an animal to have much imagination unless, indeed, it is going 

 to begin a new ascent of man. 



But after we have granted that apes are as intelligent as they 

 need to be, and that their brain is neither as large nor as finely 

 differentiated and integrated as ours, the question rises: What are 

 their particular handicaps? The answer is twofold: {a) that they 

 seem to have a relatively poor repertory of mental images, and 

 (6) that they have no language. The first drawback is illustrated by 

 the general result of experimentation that the apes are seldom able 

 to solve a new problem unless the elements in the solution are within 

 its visual range at the time. A child might have a mental presen- 



