in Borneo. He also reports observations
concerning the behavior of adult orang utans, many specimens of which
were shot by him during his travels.

Early in the last century, Cuvier (1810) interested himself in studies
of the intellectual characteristics of the orang utan, and his data,
taken with those of Wallace, Sokolowski, and others similarly interested
in the natural history of mind, give one a valuable glimpse of the life
of the anthropoid ape.

Finally, the data brought together by Brehm (1864, 1875, 1888) in his
famous Tierleben; by Darwin (1859, 1871) in "The Origin of Species," and
other works, by Romanes (1900), especially in his books on mental
evolution, by C. Lloyd Morgan (1906) in his several works on comparative
psychology, and by Holmes (1911) in his discussion of the evolution of
intelligence, contribute not unimportantly to our all too meagre
knowledge of the mental life of the anthropoid apes.

My own results, viewed in the light of what one may learn from the
literature, stand out as unique because of the method of research. Never
before, so far as I have been able to learn, has any ape been subjected
to observation under systematically controlled conditions for so long a
period as six months. Moreover, my multiple-choice method has the merit
of having yielded the first curve of learning for an anthropoid ape.
This fact is especially interesting when one considers the nature of the
particular curve. For so far as one may say by comparing it with the
curves for various learning processes exhibited by other mammals, it is
indicative of ideation of a high order, and possibly of reasoning. I do
not wish to exaggerate the importance of my results, for as contrasted
with what might be obtained by further study, and with what must be
obtained if we are adequately to describe the mind of the orang utan,
they are meager indeed.

Especially noteworthy, as evidences of ideation, in the results yielded
by the multiple-choice method are (1) the use by the orang utan of
several different methods in connection with each problem; (2) the
suddenness of transition from method to method; (3) the final and
perfect solution of problem I without diminution of the initial errors;
(4) the dissociation of the act of turning in a circle from that of
standing in front of a particular box.

To these features of behavior others of minor importance might be added.
But as they have been sufficiently emphasized in the forego