1()() 



ARBOREAL MAN 



return to our arboreal animal to study the ever-increasing 

 possibilities of its education. 



The greatest difference between the process of gathering 

 tactile impressions by the snout region, and receiving 

 them by the hand, is that in the latter case the examina- 

 tion of a novel object is carried out to a far greater extent 

 under the observation of the eyes. It is true that when 



Fig. 66. — Cerebral Hemisphere of Tarsius spectrum, to show 

 THE Cortical Areas as determined by Professor Elliot 

 Smith. (From Duckworth.) 



Note the development of intervening " association " areas be- 

 tween the visual (V), sensory (S), and auditory (A) fields, as 

 well as the enlargement of the prefrontal area. 



the snout region is the tactile organ, the object tested is 

 brought into greater proximity with the eyes; but it is 

 exposed to a far more limited and restricted view than when 

 it is examined by the hand. Tactile impressions from the 

 examining hand become correlated with visual impres- 

 sions as simultaneous observations. Visual sensatioiij- 

 will gain an added possibility as avenues of education, 

 and their pallial representation will, in all probability, be 

 augmented. 



Again, two other factors must be added as affording 

 paths by which education may advance. These two 

 factors at first sight seem obscure, and possibly trivial, 

 and yet it is not at all improbable that they have had 

 marked effects upon cortical development. In the first 

 place the emancipated hand may feel, examine, and test 

 practically every part of the external surface of the bod}^ 



