Now it is a well-known principle of zoological evolution that an isolated region, if large and sufficiently varied in its topography, soil, climate and vegetation, will give rise to a diversified fauna according to the law of adaptive radiation from primitive and central types. Branches will spring off in all directions to take advantage of every possible opportunity of securing food. The modifications which animals undergo in this adaptive radiation are largely of mechanical nature, they are limited in number and kind by hereditary, stirp or germinal influences, and thus result in the independent evolution of similar types in widely-separated regions under the law of parallelism or homoplasy. This law causes the independent origin not only of similar genera but of similar families and even of our similar orders. Nature thus repeats herself upon a vast scale, but the similarity is never complete and exact.

The fundamental hypothesis of genetic epistemology is that there is a parallelism between the progress made in the logical and rational organization of knowledge and the corresponding formative psychological processes. With that hypothesis, the most fruitful, most obvious field of study would be the reconstituting of human history—the history of human thinking in prehistoric man. Unfortunately, we are not very well informed in the psychology of primitive man, but there are children all around us, and it is in studying children that we have the best chance of studying the development of logical knowledge, physical knowledge, and so forth.