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In
an ant colony there are several specialized castes. The structure
of the workers differs from the anatomical equipment of the warriors,
who are provided with powerful jaws and pugnacious dispositions as
befit the defenders of the stronghold. The workers attend to all needs
of the household, including the digging of intricate corridors, and
the gathering of food. As depicted in the nursery and "cattle-ranch" group, in the various chambers are kept the young ants, which pass through the regular stages of eggs, larvae, and pupae. The immature brood is attended by the nurses, who among their many tasks must observe that the right temperature and degree of humidity is maintained in the galleries as is necessary for the normal development of the young. The whole batch of eggs, larvae, or pupae is accordingly carried from one compartment to another for proper air conditioning of the nursery, in accordance with the changes of weather outside and the state of moisture in the nest. |
| Besides slaves, certain ant colonies also may occasionally harbor castes and outsiders belonging to other insect groups that are tolerated for special advantages derived by the hosts. Some of the guests are not only barely tolerated but persecuted by the hosts and nevertheless manage to stay in hostile surroundings. Altogether about two thousand kinds of insects are known to enjoy a welcome or forced hospitality of ants. For instance, certain caterpillars make their homes in anthills and feed with impunity on the young ones of their landlords. The price of such license is the saccharine juice secured from the external glands of the body of the alien insects and gathered as food and a delicacy by the masters of the nest. Honey dew obtained from glands of insects of various orders and from oak galls may be stored for future use in unique ways. Some of the individuals shown in the honey-ant group have been turned into living containers which correspond functionally to the cell of the beehive. Certain workers are designated to become animated jars for nectar, on which they are gorged, with the assistance of other workers, to the point of a spherical distension. In an almost motionless stare, such living bottles— technically called "repletes"—are suspended from the ceiling of the chamber like so many flasks of Italian chianti in a cellar. In response to the tapping by the antennae of their thirsty and more active comrades, the nectar is released "on call" through regurgitation. | ![]() |
Andrey Avinoff's Artistic Credo


On the Art of Knowing
By Andrey Avinoff
"We have to devise a way of cultivating
first-hand contact with the world of learning without losing sight of the
broader art— integrating the general aspects scientific conception!"
Learning becomes steadily more imaginative and dramatic;
at no other time has knowledge been so fascinating as now. We may be only
at the Alpha of our alphabet, without any Omega in sight.
We hear frequently about the art of living, the art of thinking, the art
of loving, the art of learning, the art of education; but it is not so much
the acquisition and the transmission of knowledge that I would like to consider,
as the gift of keeping knowledge aesthetically balanced, harmoniously attuned
to the things in life that matter.
In the first place let us look into the make-up of knowledge as part of
our mental, spiritual and emotional equipment. The quest of knowledge, rooted
in human nature, has to be assimilated by human nature lest it become an
alien tumor on the brain. Learning should be borne easily and lightly, never
as a ponderous distinction of impressing importance. Neither should it be
looked upon as a mere instrument for practical purposes, devoid of an organic
amalgamation with our own selves. Overestimation, underestimation, and misadaptation
arise primarily from a lack of sense of proportion. Here enters the question
of an esthetic balance in distributing the weight of our learning over our
mental and psychic frame, in making out of it a vital, living problem, and
in heightening it to the significance of values.
It is customary to stress an attitude of mutual distrust between scientific
and artistic circles. Scientists do not conceal their fear that artists
might work havoc in the orderly precincts of learning. They frown at the
implicit faith artists put in the power and value of intuition. The spark
of inspiration is looked upon with suspicion as a dangerous will-o'-the-wisp
that promises to shorten a lengthy but reliable road to the goal. Yet no
scientific cogitation is deprived of a true element of fancy, of an imaginative
ingredient. Logic and knowledge themselves belong to an order of beauty.
On the other hand, art has its own laborious preparation not less exacting
than the path of science, and masterpieces require a latent incubation.
What we should like to achieve, for the good of all concerned, is a more
sober knowledge, on the part of those who profess and practice art, of the
surrounding world of forms and structure— and a more sympathetic appreciation
of the artistic angle by those who dwell on scientific problems. The values
of art lie in making people happier, if a statement of purpose can take
the place of elusive definition.
Among the forces responsible for bringing about our knowledge we may distinguish
roughly three main agencies: inquisitiveness, exploration, and the stimulus
of collecting. Let us take them up in turn.
We may be only at the Alpha of the scientific alphabet,
without any Omega in sight, but we have the right to believe with Santayana
that, "what we know are scattered syllables of a single eternal oracle,"
and that, "intelligence is but one centrifugal ray darting from slime
to stars."
Sciences are all allies. They are brought closer together at present as
we realize deeper and clearer the continuity of the cosmos. If some of the
scholars investigating certain fields prefer to remain isolated, imprisoned
in an ivory tower of their own choice, they still can unlock their cells
at any time. Though science has not circumnavigated the lands of its constantly
growing discoveries, the mutual drift of these continents of unexplored
knowledge is quite apparent. We can only dimly guess their ultimate volume
and their expansion, but we perceive already how closely inter-woven and
germane are all the domains of knowledge. A majestic vision of a wide, wide
world—wider than anyone could ever dream before—is a polyphonic
unity. The music of the spheres is manifestly not a chaotic jazz on a universal
scale. Rhythm and meaning permeate the world and belong to the realm of
beauty and reason. The tremendous conceptions of modem astronomy, expounding
the depths of stellar swarms, have demonstrated the universality of fundamental
laws and basic types of celestial objects. The excessively large and the
infinitesimally small have to be interpreted in kindred terms. Or to be
more explicit, the stars and atoms explain each other in many ways. Mathematics,
astrophysics, physics (on the terrestrial station of a||| world-wide laboratory),
chemistry, biochemistry, and further on into the higher realm of organic
life, all these departments of knowledge follow an uninterrupted sequence.
There is, however, the reverse of the medal. The public
grows accustomed to startling discoveries and develops an exaggerated taste
for novelty. There is a growing
hunger for the sensational. Responding
to this demand, alongside of harrowing detective stories newspapers print
largely garbled and sufficiently blood-curdling accounts of monsters of
the infinitesimal, or the impending destruction of the earth by knowledge
we should feel ourselves at home.
In other words, we should all be specialists somewhere and preserve, at
the same time, a general perspective. We have to devise a way of cultivating
first-hand contact with the world of learning without losing sight of the
broader art— integrating the general aspects scientific conception.
Even if our vocation would was not supply appropriate occasions, a reconstructive,
exhilarating hobby may provide the remedy.
Unfortunately it cannot be ordered by prescription. It is a mental attitude
rarely contagious, scarcely ever hereditary, and fortunately almost always
incurable. The happiest thing that can happen in life is to discover our
hobby in our own vocation. Work we love contains in itself both the most
diligent exertion and its own repose, for any one who contemplates embracing
a pedagogical career, an unfailing satisfaction will be derived from being
instrumental in developing lasting interests and noble hobbies in pupils.
To transmit learning to others is, perchance, one of the most enticing of
callings.
The torch of knowledge should pass from hand to hand. The brightness of
its light depends on the interest in the subject no less than on the personality
of the teacher. Here again human equation remains paramount. Summing up,
we should endeavor to assign to science some particular place in the totality
of our ideology, in the set of our intellectual and moral convictions. This
is the very core of the art of knowing. Art becomes an object of definition
only in the past when it has assumed form; but what it should be in the
making must be left to our own creative spirit. We shall have to discover
for ourselves the art in the making of knowledge, mindful that even though
science is not all of the truth, it is a lofty road to it.
Contact the Andrey Avinoff Foundation by email: avinoff@avinoff.org |