EDUCATION. 269 
individual actions, actions the most plainly reasoned over and caleu- 
lated upon, I am to conclude there is nothing but a lack of reason, a 
mechanism, an “ 
with life and thought ? 
Note that our observations were made on a captive, who worked 
automatism,” a species of pendulum which sports 
in fatal and predetermined conditions of dwelling-place, nourishment, 
&e. But how, if her action had been more evidently chosen, willed, 
and meditated ; if all this had transpired in the freedom of the forests, 
or she had had cause to disquiet herself about many other circum- 
stances which captivity enabled her to ignore? I am _ thinking 
especially of the anxiety for security, which, for the bird in savage 
life, is the foremost of all cares, and which more than anything else 
exercises and develops her free genius. 
This first initiation into life, of which I have just given an 
example, is followed by what I shall call the professional education ; 
every bird has a vocation. 
This education is more or less arduous, according to the medium 
and the circumstances in which each species is placed. That of 
fishing, for instance, is simple enough for the penguin, which, in her 
clumsiness, finds it difficult to conduct her brood to the sea; its great 
nurse attends the little one, and offers it the food all ready; it 
