Bertrand Russell: The Analysis of Mind

2. LECTURE II. INSTINCT AND HABIT (continued)

What is true of animals, as regards instinct and habit, is equally true of men. But the higher we rise in the evolutionary scale, broadly speaking, the greater becomes the power of learning, and the fewer are the occasions when pure instinct is exhibited unmodified in adult life. This applies with great force to man, so much so that some have thought instinct less important in the life of man than in that of animals. This, however, would be a mistake. Learning is only possible when instinct supplies the driving-force. The animals in cages, which gradually learn to get out, perform random movements at first, which are purely instinctive. But for these random movements, they would never acquire the experience which afterwards enables them to produce the right movement. (This is partly questioned by Hobhouse*-- wrongly, I think.) Similarly, children learning to talk make all sorts of sounds, until one day the right sound comes by accident. It is clear that the original making of random sounds, without which speech would never be learnt, is instinctive. I think we may say the same of all the habits and aptitudes that we acquire in all of them there has been present throughout some instinctive activity, prompting at first rather inefficient movements, but supplying the driving force while more and more effective methods are being acquired. A cat which is hungry smells fish, and goes to the larder. This is a thoroughly efficient method when there is fish in the larder, and it is often successfully practised by children. But in later life it is found that merely going to the larder does not cause fish to be there; after a series of random movements it is found that this result is to be caused by going to the City in the morning and coming back in the evening. No one would have guessed a priori that this movement of a middle-aged man's body would cause fish to come out of the sea into his larder, but experience shows that it does, and the middle-aged man therefore continues to go to the City, just as the cat in the cage continues to lift the latch when it has once found it. Of course, in actual fact, human learning is rendered easier, though psychologically more complex, through language; but at bottom language does not alter the essential character of learning, or of the part played by instinct in promoting learning. Language, however, is a subject upon which I do not wish to speak until a later lecture.

* "Mind in Evolution" (Macmillan, 1915), pp. 236-237.