They have common answers to this, probably like an amoeba or something. Right? So there's no genetic connection you can really make. There's nothing you can say about how this has happened over evolutionary time, or the reason for this happening. And you can have some ideas, but it's much harder to study. You don't have it in any apes. So it really is a technology. You know, we've created this technology of teaching, and technology might be the best word for it. Or like maybe institution is a better word, but I like to use the word technology simply because I'm talking about how artificial it is. It doesn't appear in nature. It doesn't even appear among primates. It doesn't even appear among humans. It only appears among humans who have laptops. Right, okay, humans who have writing, fair enough. But hopefully you get what I'm saying here. You need to have a level of technology before teaching even becomes a thing in a society. Okay, so I've really talked a little bit about that teaching then. But I want to talk a bit about infants and observation and a few other things going on here. So to say some things about infants, the idea of infants requiring mental stimulation is more or less ancient in the Far East. That's partly because of, or perhaps largely because of the introduction of exams in China, which happened in the seventh century, which I spoke about in the episode on China's examination held by Ichisadomiazaki. Because exams have been there for a long time, everyone wants to get their sons to do the exams and become bureaucrats, which means they're very rich and successful and everyone's very happy. So that has a really, really long history. And so it's kind of a long thing about babies or infants requiring mental stimulation. That's been going on in China for absolutely ages. It's relatively recent in the West. The West doesn't have the same kind of history of exams. Exams are actually not invented in the West. They're invented in China and transplanted over to the West via the East India Company, which started using them for examinations for positions in their corporation before they were introduced to universities in the West. So I speak more about that on that episode about China's examination held. Well, and they're more or less absent in the ethnographic record. The idea of infants requiring mental stimulation is more or less absent in the ethnographic record. You don't see it anywhere. It's just never something that happens that mothers talk to children, mothers play with children. No, they don't play with babies. If you say something like, why don't you play with your baby? They'll be like, what are you talking about? Babies can't think. They can just poo and eat. What else can they do? They're a baby. Come on, it's like talking to a dog. And then you say, oh, well, we talk to our dogs. But anyway, babies can't think. They have no sense. They have no intelligence. They just want milk. Right. This is the attitude of most societies. But when you get a society which has this long academic trajectory, then you start thinking, oh, maybe we can get more of a head start by starting earlier. That turns out that that is true. But it just doesn't make sense in a society that doesn't have that concept of education, right? And they won't even have that kind of thinking. Because we know that babies do have understanding. There's been a lot of study around that that we know that they know basic some sort of ideas from physics and some basic mathematics about like expecting how many things should be there or counting in a way.