HOW THE MIND GEOWS. 291 



a new truth. The perception of new resemblances and of new 

 differences gives rise to new groupings and new classings of 

 ideas, and thus the mind grows into a complex and highly- 

 differentiated organism of intelligence, in which the internal 

 order of thought-relations answers to the external order of re- 

 lations among things. 



That which occurs at this earliest stage of mental growth 

 is exactly what takes place in the whole course of unfolding in- 

 telligence. Simple as these operations may seem, and begun 

 by the infant as soon as it is born, in their growing complexi- 

 ties, they constitute the whole fabric of the intellect. What 

 we term the " mental faculties " are not the ultimate elements 

 of mind, but only different modes of the mental activity ; and, 

 as one law of growth evolves all the various organs and tis- 

 sues of the bodily structure, so one law of growth evolves all 

 the diversified "faculties" of the mental structure. Under 

 psychological analysis, the operations of reason, judgment, 

 imagination, calculation, and the acquisitions of the most 

 advanced minds yield at last the same simple elements 

 the perceptions of likenesses and differences among things 

 thought about ; while memory is simply the power of re- 

 viving these distinctions in consciousness. Whatever the 

 object of thought, to know in what respects it differs 

 from all other things, and in what respects it resembles 

 them, is to know all about it is to exhaust the action 

 of the intellect upon it. The way the child gets its early 

 knowledge is the way all real knowledge is obtained. When 

 it discovers the likeness between sugar, cake, and certain 

 fruits, that is, when it integrates them in thought as sweet, 

 it is making just such an induction as Newton made in 

 discovering the law of gravitation, which was but to dis- 

 cover the likeness among celestial and terrestrial motions. 

 And as with physical objects, so also with human actions. 

 The child may run around the house and play with its toys ; 

 it must not break things or play with the fire. Here, again, 

 are relations of likeness and unlikeness, forming a basis 

 of moral classification. The judge on the bench is con- 

 stantly doing the same thing; that is, tracing out the like 



