The Mind as Nature.

Charles D. Aring, MD
Arch Intern Med. 1963;112(1):135-136. doi:10.1001/archinte.1963.03860010161018.
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This is another of the grand essays ("The Firmament of Time," "Darwin's Century," "The Immense Journey") by one of the finest writers in science. If there is among us any who can turn more ringing and at the same time thoughtful phrases than Loren Eiseley, I have not met him or his product.

In this, the fifth John Dewey Society Lecture, Eiseley, a Professor of Anthropology and the History of Science at the University of Pennsylvania, defines the importance and responsibilities of the teacher. As an anthropologist, he knows about the long history of man, and examining ever more closely his own remarkable private history as a man, and the personal solitude of such literary geniuses as Melville, Hawthorne, and Thoreau, he muses on the nurture of mind; how it may be brought to fruition or be crippled aborning. Genetics has its say, it is likely tempered, as John Dewey


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