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Rh oc cupied in learning to use his body to accommodate himself to physical conditions in a comfortable way and to use things skillfully and effectively, yet social adjustments are very important. In connection with parents, nurse, brother, and sister, the child learns the signs of satisfaction of hunger, of removal of discomfort, of the approach of agreeable light, color, sound, and so on. His contact with physical things is regulated by persons, and he soon distinguishes persons as the most important and interesting of all the objects with which he has to do. Speech, the accurate adaptation of sounds heard to the movements of tongue and lips, is, however, the great instrument of social adaptation; and with the development of speech (usually in the second year) adaptation of the baby's activities to and with those of other persons gives the keynote of mental life. His range of possible activities is indefinitely widened as he watches what other persons do, and as he tries to understand and to do what they encourage him to attempt. The outline pattern of mental life is thus set in the first four or five years. Years, centuries, generations of invention and planning, may have gone to the development of the performances and occupations of the adults surrounding the child. Yet for him their activities are direct stimuli; they are part of his natural environment; they are carried on in physical terms that appeal to his eye, ear, and touch. He cannot, of course, appropriate their meaning directly through his senses; but they furnish stimuli to which he responds, so that his attention is focussed upon a higher order of materials and of problems. Were it not for this process by which the achievements of one generation form the stimuli that direct the activities of the next, the story of civilization