The training of the nervous system consists finally, then, in the development and coördination of the neurones of which it is composed. We have seen that the sensory cells are to be developed by the sensory stimuli pouring in upon them, and the motor cells by the motor impulses which they send out to the muscles. The sensory and the motor fibers likewise, being an outgrowth of their respective cells, find their development in carrying the impulses which result in sensation and movement. Thus it is seen that the neurone is, in its development as in its work, a unit.

Development of the Association Centers.—To this simpler type of sensory and motor development which we have been considering, we must add that which comes from the more complex mental processes, such as memory, thought, and imagination. For it is in connection with these that the association fibers are developed, and the brain areas so connected that they can work together as a unit. A simple illustration will enable us to see more clearly how the nervous mechanism acts to bring this about.

Suppose that I am walking along a country road deeply engaged in meditation, and that I come to a puddle of water in my pathway. I may turn aside and avoid the obstruction without my attention being called to it, and without interruption of my train of thought. The act has been automatic. In this case the nerve current has passed from the eye (S) over an afferent fiber to a sensory center (s) in the nervous system below the cortex; from there it has been forwarded to a motor center (m) in the same region, and on out over a motor fiber to the proper muscles (M), which are to execute the required act. The act having been completed, the sensory nerves connected with the muscles employed report the fact back that the work is done, thus completing the circuit. This event may be taken as an illustration of literally thousands of acts which we perform daily without the intervention of consciousness, and hence without involving the hemispheres.

[Fig. 16.]—Diagram illustrating the paths of association.

If, however, instead of avoiding the puddle unconsciously, I do so from consideration of the danger of wet feet and the disagreeableness of soiled shoes and the ridiculous appearance I shall make, then the current cannot take the short circuit, but must pass on up to the cortex. Here it awakens consciousness to take notice of the obstruction, and calls forth the images which aid in directing the necessary movements. This simple illustration may be greatly complicated, substituting for it one of the more complex problems which are continually presenting themselves to us for solution, or the associated trains of thought that are constantly occupying our minds. But the truth of the illustration still holds. Whether in the simple or the complex act, there is always a forward passing of the nerve current through the sensory and thought centers, and on out through the motor centers to the organs which are to be concerned in the motor response.

The Factors Involved in a Simple Action.—Thus it will be seen that in the simplest act which can be considered there are the following factors: (1) The stimulus which acts on the end-organ; (2) the ingoing current over an afferent nerve; (3) the sensory or interpreting cells; (4) the fibers connecting the sensory with a motor center; (5) the motor cells; (6) the efferent nerve to carry the direction for the movement outward to the muscle; (7) the motor response; and, finally, (8) the report back that the act has been performed. With this in mind it fairly bewilders one to think of the marvelous complexity of the work that is going on in our nervous mechanism every moment of our life, even without considering the higher thought processes at all. How, with these added, the resulting complexity all works out into beautiful harmony is indeed beyond comprehension.

3. EDUCATION AND THE TRAINING OF THE NERVOUS SYSTEM

Fortunately, many of the best opportunities for sensory and motor training do not depend on schools or courses of study. The world is full of stimuli to our senses and to our social natures; and our common lives are made up of the responses we make to these stimuli,—the movements, acts and deeds by which we fit ourselves into our world of environment. Undoubtedly the most rapid and vital progress we make in our development is accomplished in the years before we have reached the age to go to school. Yet it is the business of education to see that we do not lack any essential opportunity, to make sure that necessary lines of stimuli or of motor training have not been omitted from our development.

Education to Supply Opportunities for Stimulus and Response.—The great problem of education is, on the physical side, it would seem, then, to provide for ourselves and those we seek to educate as rich an environment of sensory and social stimuli as possible; one whose impressions will be full of suggestions to response in motor activity and the higher thought processes; and then to give opportunity for thought and for expression in acts and deeds in the largest possible number of lines. And added to this must be frequent and clear sensory and motor recall, a living over again of the sights and sounds and odors and the motor activities we have once experienced. There must also be the opportunity for the forming of worthy plans and ideals. For in this way the brain centers which were concerned in the original sensation or thought or movement are again brought into exercise, and their development continued. Through recall and imagination we are able not only greatly to multiply the effects of the immediate sensory and motor stimuli which come to us, but also to improve our power of thinking by getting a fund of material upon which the mind can draw.