James Mark Baldwin, answered from the texts and cited to the page.
The title of my chief work names them together — the child and the race — and not by accident, for I held the development of the individual mind and the evolution of mind in the race to be two readings of one great genetic process, each throwing light on the other.12 The stages through which the child climbs, from sensori-motor dealing with things to reflective and logical thought, are, I thought, broadly the stages through which humanity itself has ascended; the child in growing recapitulates in some measure the mental history of the race, and the comparative study of peoples at different levels of culture gives us a picture of the earlier terms of the series.3
This was the common frame of the genetic psychology of my day, and I worked within it: to study the growth of mind was to study one lawful ascent, visible both in the single child and in the long development of mankind, higher stages emerging from lower by the same processes throughout.45
The chapters of this book will be found, in various places, to involve all these determinations respecting genetic psychology. One of them, however, — that which relates to the analogy between individual and race growth, — carries so many preliminary suggestions and yet has received so little enforcement in the literature of the topic, that it is well to present it at the outset with greater fulness. 3.Mental Development in the Child and the Race, pp. 15–16
The emphasis is, however, still on the mental, and the 1 Mental Development in the Child and the Race, 2a edition reprinted, 1897, and Social and Ethical Lnterpretations, 34 ed.Development and Evolution
The characteristics of primitive and pre-historic knowledge and culture — considered as showing crude first interpretations of nature and man — should be investigated. They are genetically preliminary to the logical and reflective types of thought. In this task the work of the anthropologists ^ Hegel, Die Philosophie der Geschichte (trans, in the "Bohn Library"). is directly available.History of Psychology Vol 1, pp. 18–19
MENTAL DEVELOPMENT /7V>^ THE CHILD AND THE RAC METHODS AND PROCESSES BY JAMES MARK BALDWIN, M.A., Ph.D. Stuart Professor of Psychology in Princeton University; Author of "Handbook of Psychology," "Elements of Psychology"; Co-Editor of "The Psychological Review" WITH SEVENTEEN FIGURES AND TEN TABLES MACMILLAN AND CO. AND LONDON Copyright, 1894, By MACMILLAN AND CO. Circy J. S. Gushing & Co. — Berwick & Smith.Mental Development in the Child and the Race, pp. 9–13
The processes of reflective morality and religion are read into the primitive man's way of understanding the world and of acting upon it. On the other hand, one is equally in need of prudence and self-restraint in avoiding the other extreme.Genetic Theory of Reality
Baldwin's "child and the race" pairing shared the recapitulationist assumption of the 1890s — that individual development parallels the mental evolution of humanity — and carried the era's hierarchical ranking of "higher" and "lower" peoples and cultures by developmental stage. That racial-developmental framing fell with recapitulation itself and with Boas's cultural anthropology, and is repudiated by modern science, which denies both the biological ranking of peoples and the reading of cultures as arrested developmental stages. What survived, in Piaget, is the individual stage sequence stripped of the racial parallel; the genetic study of the individual mind stands, the projection of it onto a hierarchy of peoples does not.