the construction of the organs takes place in an extraordinary way. It begins by one cell at one point. I do not know what happens there. I do not know if it is something of a chemical nature or if it is a sort of sensitiveness. I believe no one does. The fact is that around that point an extraordinary activity begins. There the rate of multiplication of cells becomes feverish whereas elsewhere it continues in the same calm fashion. When this feverish activity ceases, an organ has been built. There are several of these points and each one of them builds up a definite organ. The discoverer has interpreted the phenomenon in this fashion: there are points of sensitivity around which a construction takes place. These organs develop independently one from the other. It is as though the purpose of each of these cellular points were to build something for themselves only, and the intensity, the activity, is such that in each of these organs the cells become so united, so imbued with what we might call their ideal that they actually transform themselves and they become different from the other cells. So the cells assume a special form according to the organs that they are constructing. Then when the different organs are formed independently one of the other, something else comes, which puts them into relation and communication. When they are all united, so united and so interconnected that one cannot live without the other, the child is born. It is the circulatory system that joins them together. And after the circulatory system, the nervous system is finished, to make more intimate the union. And then one sees the plan of construction. This plan of construction is based upon a point of enthusiasm from which a creation is achieved. And once the creation of the organs is a fact, they are destined to unite, to join together. This plan is the same for all superior animals and for man. It is followed by them all for the development of each.
The modern idea is therefore that there is but one plan of construction common to all lives. Embryos are in fact so similar that in the recent past there was a theory that evolution had proceeded along a path of different degrees of animality; so that man for instance came from the monkey, that mammals and birds came from reptiles, these from amphibians, the latter from fishes etc. The embryos of each were thought to pass through the stages of all the preceding ones before achieving birth; so that in the embryos there was a synthesis of the evolution of the species, Today this is an abandoned theory. Today science looks merely at the facts and says that nature has but one method of construction, that there is only one plan of construction in nature.
Now if we have this in mind, then many obscure facts are better understood, e.g. the psychic development of the child, because not only the human body, but also the human psyche is constructed following the same plan. It starts from nothing, or at least from what appears to be nothing, in the same way as the body starts from that primitive cell which appears in no way different from other cells. In the new-born child, also psychically speaking, there seems to be nothing which is already built up, just as there was not a ready-made man in the primitive cell. And in the psychic field also, organs are built around a point of sensitivity. There is at first the work of accumulation of material, just as we said there was an accumulation of cells by a multiplication in the case of the body. This is done by what I have called the ‘absorbent mind’ After that come points of sensitivity. These are so intense that we adults cannot even imagine anything approaching it. We gave an example of this when we illustrated the acquisition of language. From these points of sensitivity, it is not the psyche that is developed, but the organs of this psyche. Here also each organ develops independently of the other, e.g., language, being able to judge distances, or being able to orient oneself in the environment, or being able to stand on two legs and other co-ordinations. Each of these items develops around an interest, but independently one of the other. Now this point of sensitivity is so acute that it attracts the individual towards a certain set of actions. None of these sensitivities occupies the whole period of development. Each occupies only part of the time; long enough to ensure the construction of a psychic organ. After the organ has been formed, the sensitivity disappears, but during this period there are powers so great that we cannot imagine them, because we have lost them and therefore cannot even have an idea of what they are. When all the organs are ready, they unite, in order to form what we call the psychic unity.
Biological studies carried out upon different animals have revealed that all of them build their adult species by means of these sensitive periods. One cannot understand the construction of the psyche of the child, unless one has an idea of these sensitive periods. When one knows of them, then the whole attitude towards childhood is bound to change. As a consequence we are better able to help the psychic development of the child if we know when these sensitive periods occur.
People say: “What about the previous generations? How did they develop into healthy and strong beings if they did not know about them?” It is true that humanity did not scientifically know the sensitive periods, but in previous civilizations mothers applied an instinctive treatment of their children which enabled them if not to second the needs of a sensitive period at least not to disturb it too much. Nature which in its plan has devised the sensitive periods so as to achieve the construction of the psychic organs has also put an instinct in mothers that guides them to give protection. And when one studies the simply living mothers in the treatment of their children, then one understands how well mothers of past generations must have aided the development of their children and how well they seconded the special sensitivities. It is in the sentiments that nature has put in the hearts of parents that the reason is to be found for the spiritual strength of previous generations.
Today, on account of civilization, mothers have lost this instinct. Humanity is headed towards degeneration. That is why it is as important to study the maternal instinct as it is to study the phases of the natural development of children. In the past the mother not only gave physical life, not only the first nourishment, but she also gave protection to growth as other mothers belonging to animal species give it even today. And if today in humanity the maternal instincts tend to disappear as they do, then a very real danger looms ahead of humanity. Today, we are face to face with the great practical problem that mothers must co-operate and science must find some way of aiding and protecting the psychic development of the child as it has found a way of protecting the physical development. The artificial life of the West has deprived most children of their mother’s milk and the children would have starved if science had not intervened and supplied the child with some other sort of physical nourishment. In the psychic field, maternal love is a force, it is one of the forces of nature. This must receive today the attention of science, science must enlighten the mothers by means of the discoveries made in the field of the psyche of the children so that henceforth mothers can help consciously instead of unconsciously. Now that circumstances no longer give free play to instincts in the mother, a consciousness of the child’s needs must be given to her. Education must come to the rescue and give mothers this knowledge. Education that starts from birth means to give a conscious protection to the psychic needs of the children. It is certain that in this effort to give protection to the psychic needs of the children, the mothers must be the first to be invited and interested. And if the life of today has become so artificial that the child cannot achieve its development, then society must create institutions which will fulfil the needs of the children. When should schools begin? We started from 31/2, then we went to 3, then 21/2, then 2. Now the children of one year are brought to school. But education meant to give protection to life, must reach further down until it includes the new-born child.
Chapter V
The Miracle Of Creation
This passing from a cell to a complete organ is something which is incomprehensible, but it is a fact. It does exist, but it is so marvelous that no one can understand it and if one reads the modern scientific books upon this subject, one finds a word used which before was anathema to scientists. It is the word ‘miracle,’ Because though it is something that happens continuously, nevertheless it is miraculous and wonder at this miracle is felt just the same. No matter what animals are observed, a bird or a rabbit or any sort of vertebrate, one sees that it is composed of organs which in themselves are extremely complicated and what causes great wonder and surprise is to see how these very complicated organs are closely connected one with the other. If one considers the circulatory system, one sees in it a drainage system so fine, so complicated and so complete that
