Broca’s famous observation was in itself very simple. There had in 1831 been admitted at the Bicêtre, an insane hospital near Paris, a man whose sole defect seemed to be that he could not talk. He communicated intelligently by signs and was otherwise mentally normal. He remained at the Bicêtre for thirty years with this defect and on April 12, 1861, was put under the care of Broca, the surgeon, because of a gangrenous infection. Broca for five days subjected him to a careful examination, in which he satisfied himself that the musculature of the larynx and articulatory organs was not hindered in normal movements, that there was no other paralysis that could interfere with speech, and that the man was intelligent enough to speak. On April 17 the patient— fortunately, it must have seemed, for science—died; and within a day Broca had performed an autopsy, discovering a lesion in the third frontal convolution of the left cerebral hemisphere, and had presented the brain in alcohol to the Société d’Anthropologie.

The experimental psychologist... needs historical sophistication within his own sphere of expertness. Without such knowledge he sees the present in distorted perspective, he mistakes old facts and old views for new, and he remains unable to evaluate the significance of new movements and methods. In this matter I can hardly state my faith too strongly. A psychological sophistication that contains no component of historical orientation seems to me to be no sophistication at all.

I believe that robotic thinking helps precision of psychological thought, and will continue to help it until psychophysiology is so far advanced that an image is nothing other than a neural event, and object constancy is obviously just something that happens in the brain. That time is still a long way off, and in the interval I choose to sit cozily with my robot, squeezing his hand and feeling a thrill -- a scientist's thrill -- when he squeezes mine back again.

Sometimes I fear that, if Harvard does not give up trying to turn itself from an Institution of Learning into an Educational Institution, we may have a generation of professors whose duty it will be to disseminate information which they have not the time to acquire.