Part 31 (1/2)

When Lizzie was given a vaseline bottle containing a peanut and closed with a cork, she at once pulled the cork out with her teeth, obeying the instinct to bite at new objects, but she never learned to turn the bottle upside down and let the nut drop out. She often got the nut, and after some education she got it more quickly than she did at first, but there was no indication that she ever perceived the fit and proper way of getting what she wanted. ”In the course of her intent efforts her mind seemed so absorbed with the object of desire that it was never focussed on the means of attaining that object. There was no deliberation, and no discrimination between the important and the unimportant elements in her behaviour. The gradually increasing facility of her performances depended on the apparently unconscious elimination of useless movements.” This may be called learning, but it is learning at a very low level; it is far from learning by ideas; it is hardly even learning by experiment; it is not more than learning by experience, it is not more than fumbling at learning!

Trial and Error

A higher note is struck in the behaviour of some more highly endowed monkeys. In many experiments, chiefly in the way of getting into boxes difficult to open, there is evidence (1) of attentive persistent experiment (2) of the rapid elimination of ineffective movements, and (3) of remembering the solution when it was discovered. Kinnaman taught two macaques the Hampton Court Maze, a feat which probably means a memory of movements, and we get an interesting glimpse in his observation that they began to smack their lips audibly when they reached the latter part of their course, and began to feel, dare one say, ”We are right this time.”

In getting into ”puzzle-boxes” and into ”combination-boxes” (where the barriers must be overcome in a definite order), monkeys learn by the trial and error method much more quickly than cats and dogs do, and a very suggestive fact emphasized by Professor Thorndike is ”a process of sudden acquisition by a rapid, often apparently instantaneous abandonment of the unsuccessful movements and selection of the appropriate one, which rivals in suddenness the selections made by human beings in similar performances.” A higher note still was sounded by one of Thorndike's monkeys which opened a puzzle-box at once, eight months after his previous experience with it. For here was some sort of registration of a solution.

Imitation

Two chimpanzees in the Dublin Zoo were often to be seen was.h.i.+ng the two shelves of their cupboard and ”wringing” the wet cloth in the approved fas.h.i.+on. It was like a caricature of a washerwoman, and someone said, ”What mimics they are!” Now we do not know whether that was or was not the case with the chimpanzees, but the majority of the experiments that have been made do not lead us to attach to imitation so much importance as is usually given to it by the popular interpreter. There are instances where a monkey that had given up a puzzle in despair returned to it when it had seen its neighbour succeed, but most of the experiments suggested that the creature has to find out for itself. Even with such a simple problem as drawing food near with a stick, it often seems of little use to show the monkey how it is done. Placing a bit of food outside his monkey's cage, Professor Holmes ”poked it about with the stick so as to give her a suggestion of how the stick might be employed to move the food within reach, but although the act was repeated many times Lizzie never showed the least inclination to use the stick to her advantage.” Perhaps the idea of a ”tool” is beyond the Bonnet Monkey, yet here again we must be cautious, for Professor L. T.

Hobhouse had a monkey of the same macaque genus which learned in the course of time to use a crooked stick with great effect.

The Case of Peter

Perhaps the cleverest monkey as yet studied was a performing chimpanzee called Peter, which has been generally described by Dr. Lightner Witmer.

Peter could skate and cycle, thread needles and untie knots, smoke a cigarette and string beads, screw in nails and unlock locks. But what Peter was thinking about all the time it was hard to guess, and there is very little evidence to suggest that his rapid power of putting two and two together ever rose above a sort of concrete mental experimenting, which Dr. Romanes used to call perceptual inference. Without supposing that there are hard-and-fast boundary lines, we cannot avoid the general conclusion that, while monkeys are often intelligent, they seldom, if ever, show even hints of reason, i.e. of working or playing with general ideas. That remains Man's prerogative.

The Bustle of the Mind

In mammals like otters, foxes, stoats, hares, and elephants, what a complex of tides and currents there must be in the brain-mind! We may think of a stream with currents at different levels. Lowest there are the _basal appet.i.tes_ of hunger and s.e.x, often with eddies rising to the surface. Then there are the _primary emotions_, such as fear of hereditary enemies and maternal affection for offspring. Above these are _instinctive apt.i.tudes_, inborn powers of doing clever things without having to learn how. But in mammals these are often expressed along with, or as it were through, the controlled life of _intelligent activity_, where there is more clear-cut perceptual influence.

[Ill.u.s.tration: _Photo: W. P. Dando._

CHIMPANZEE

An African ape, at home in the equatorial forests, a lively and playful creature, eminently educable.]

[Ill.u.s.tration: _Photo: W. S. Berridge._

YOUNG CHEETAHS, OR HUNTING LEOPARDS

Trained to hunt from time immemorial and quite easily tamed. Cheetahs occur in India, Persia, Turkestan, and Africa.]

[Ill.u.s.tration: _Photo: C. Reid._

COMMON OTTER

One of the most resourceful of animals and the ”most playsomest crittur on G.o.d's earth.” It neither stores nor hibernates, but survives in virtue of its wits and because of the careful education of the young.

The otter is a roving animal, often with more than one resting-place; it has been known to travel fifteen miles in a night.]

Higher still are the records or memories of individual experience and the registration of individual habits, while on the surface is the instreaming mult.i.tude of messages from the outside world, like raindrops and hailstones on the stream, some of them penetrating deeply, being, as we say, full of meaning. The mind of the higher animal is in some respects like a child's mind, in having little in the way of clear-cut ideas, in showing no reason in the strict sense, and in its extraordinary educability, but it differs from the child's mind entirely in the sure effectiveness of a certain repertory of responses. It is efficient to a degree.

”Until at last arose the Man.”