THE EDUCATION OF THE NERVOUS SYSTEM. 337 



limiting surfaces of the body being thus established, all 

 experiences become those of education. The act of 

 living is thus the most important natural educational 

 process with which the human body has to do, yet it 

 is usual to restrict the term education to a series of 

 formal events falling within the period of school life. 

 Formal education as such may have objects which are 

 quite as distinct as those of gymnastics and athletics 

 in the field of muscular training. In their extreme 

 forms these two aims are distinguished by the fact that 

 the athletic or technical training fits the individual to do 

 some one thing which in his day and generation is con- 

 sidered desirable, while the culture or gymnastic method 

 seeks to round him by the better exercise of weaker 

 points, so that his activities may become more complete. 

 In earlier education the culture method, though often 

 disguised, is yet the one mainly pursued, and it is the 

 significance of this method which will here be considered. 



In the development of the central system it is found 

 that an anatomical framework is first formed. In this . 

 framework are represented, in outline, the nerve struc- 

 tures whose functions are most fundamental. These 

 with later growth are locally strengthened and organ- 

 ised, and by the establishment of associative paths 

 gain both a wider influence and greater complexity of 

 reaction. 



In the history of this unfolding of the nervous centres, 

 atavistic tendencies crop out. Most interesting, perhaps, 

 are the prehensile powers of the great toe, and the 

 clinging powers of infants during the first four weeks 

 of life. 1 These capacities, like the sucking reflex, dis- 

 appear sooner or later, leaving no trace behind, but 

 there can be little doubt that proper examination of 

 the centres concerned would show an histological basis 

 1 Robinson, Nineteenth Century r , 1891. 



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