instinct.

It is this character, quality, habit, the result of a slow educational
process, which distinguishes one race from another. It is this that the
race transmits, and not the more or less accidental education of a decade
or an era. The Brahmins carry this idea into the next life, and say that
the departing spirit carries with him nothing except this individual
character, no acquirements or information or extraneous culture. It was
perhaps in the same spirit that the sad preacher in Ecclesiastes said
there is no "knowledge nor wisdom in the grave, whither thou goest."

It is by this character that we classify civilized and even
semi-civilized races; by this slowly developed fibre, this slow
accumulation of inherent quality in the evolution of the human being from
lower to higher, that continues to exist notwithstanding the powerful
influence of governments and religions. We are understood when we speak
of the French, the Italian, the Pole, the Spanish, the English, the
German, the Arab race, the Japanese, and so on. It is what a foreign
writer calls, not inaptly, a collective race soul. As it is slow in
evolution, it is persistent in enduring.

Further, we recognize it as a stage of progress, historically necessary
in the development of man into a civilized adaptation to his situation in
this world. It is a process that cannot be much hurried, and a result
that cannot be leaped to out of barbarism by any superimposition of
knowledge or even quickly by any change of environment. We may be right
in our modern notion that education has a magical virtue that can work
any kind of transformation; but we are certainly not right in supposing
that it can do this instantly, or that it can work this effect upon a
barbarous race in the same period of time that it can upon one more