The Cosmopolitan Divide, part 3

The only time I ever impressed this teacher was when I made some statement along the lines of a child’s mental development being not unlike history. There are points where an observed action lets you categorize a phase: a shot fired becomes the starting point of a war, or a child knowing where to look for a hidden toy tells you that they have developed object permanence. But these points ignore the less definable moments (say, f’rinstance, the Wannsee Conference) as well as the undercurrents. The child may have understood that the thing in the mirror was them long before you tested to see if that was true.

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