e diel, 19 gusht 2007

RETENTION



RETENTION.--Retention, as we have already seen, resides primarily in the
brain. It is accomplished through the law of habit working in the
neurones of the cortex. Here, as elsewhere, habit makes an activity once
performed more easy of performance each succeeding time. Through this
law a neural activity once performed tends to be repeated; or, in other
words, a fact once known in consciousness tends to be remembered. That
so large a part of our past is lost in oblivion, and out of the reach of
our memory, is probably much more largely due to a failure to _recall_
than to _retain_. We say that we have forgotten a fact or a name which
we cannot recall, try as hard as we may; yet surely all have had the
experience of a long-striven-for fact suddenly appearing in our memory
when we had given it up and no longer had use for it. It was retained
all the time, else it never could have come back at all.


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A cultivated Conservative friend of mine once exhibited great



distress because in a gay moment I once called Edmund Burke
an atheist
A cultivated Conservative friend of mine once exhibited great
distress because in a gay moment I once called Edmund Burke
an atheist. I need scarcely say that the remark lacked
something of biographical precision; it was meant to.
Burke was certainly not an atheist in his conscious cosmic theory,
though he had not a special and flaming faith in God,
like Robespierre. Nevertheless, the remark had reference to a truth
which it is here relevant to repeat. I mean that in the quarrel
over the French Revolution, Burke did stand for the atheistic attitude
and mode of argument, as Robespierre stood for the theistic.
The Revolution appealed to the idea of an abstract and
eternal justice, beyond all local custom or convenience.
If there are commands of God, then there must be rights of man.
Here Burke made his brilliant diversion; he did not attack
the Robespierre doctrine with the old mediaeval doctrine of
jus divinum (which, like the Robespierre doctrine, was theistic),
he attacked it with the modern argument of scientific relativity;
in short, the argument of evolution. He suggested that
humanity was everywhere molded by or fitted to its environment
and institutions; in fact, that each people practically got,
not only the tyrant it deserved, but the tyrant it ought to have.
'I know nothing of the rights of men,' he said, 'but I know something
of the rights of Englishmen.' There you have the essential atheist.
His argument is that we have got some protection by natural
accident and growth; and why should we profess to think beyond it,
for all the world as if we were the images of God! We are born
under a House of Lords, as birds under a house of leaves;
we live under a monarchy as niggers live under a tropic sun;
it is not their fault if they are slaves, and it is not ours
if we are snobs. Thus, long before Darwin struck his great blow
at democracy, the essential of the Darwinian argument had been
already urged against the French Revolution. Man, said Burke
in effect, must adapt himself to everything, like an animal;
he must not try to alter everything, like an angel.
The last weak cry of the pious, pretty, half-artificial optimism
and deism of the eighteenth century carne in the voice
of Sterne, saying, 'God tempers the wind to the shorn lamb.'
And Burke, the iron evolutionist, essentially answered,
'No; God tempers the shorn lamb to the wind.' It is the lamb
that has to adapt himself. That is, he either dies or becomes
a particular kind of lamb who likes standing in a draught.


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The keynote of play is _freedom_, freedom of physical activity, and



mental initiative
The keynote of play is _freedom_, freedom of physical activity, and
mental initiative. In play the child makes his own plans, his
imagination has free rein, originality is in demand, and constructive
ability is placed under tribute. Here are developed a thousand
tendencies which would never find expression in the narrow treadmill of
labor alone. The child needs to learn to work; but along with his work
must be the opportunity for free and unrestricted activity, which can
come only through play. The boy needs a chance to be a barbarian, a
hero, an Indian. He needs to ride his broomstick on a dangerous raid,
and to charge with lath sword the redoubts of a stubborn enemy. He needs
to be a leader as well as a follower. In short, without in the least
being aware of it, he needs to develop himself through his own
activity--he needs freedom to play. If the child be a girl, there is no
difference except in the character of the activities employed.


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A book of modern social inquiry has a shape that is somewhat



sharply defined
A book of modern social inquiry has a shape that is somewhat
sharply defined. It begins as a rule with an analysis, with statistics,
tables of population, decrease of crime among Congregationalists,
growth of hysteria among policemen, and similar ascertained facts;
it ends with a chapter that is generally called 'The Remedy.' It is
almost wholly due to this careful, solid, and scientific method
that 'The Remedy' is never found. For this scheme of medical question
and answer is a blunder; the first great blunder of sociology.
It is always called stating the disease before we find the cure.
But it is the whole definition and dignity of man that in social
matters we must actually find the cure before we find the disease .


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