ich we see, hear, feel, or
move. What really comes before us is contributed more by the mind itself
than by the present object.

There is, however, a direct functional association between the auditory and
glosso-kinaesthetic (sense of movement of the tongue) centres on the one
hand and the visual and cheiro-kinaesthetic (sense of movement of the hand)
on the other. No less intimate must be the connection between the auditory
word-centre and the visual word-centre; they must necessarily be called
into association actively in successive units of time, as in reading aloud
or writing from dictation. Educated deaf mutes think with revived visual
symbols either of lips or fingers. Words are to a great extent symbols
whereby we carry on thought, and thinking becomes more elaborate and
complex as we rise in the scale of civilisation, because more and more are
verbal symbols instituted for concrete visual images.

In which portion of the brain are words primarily and principally revived
during the process of thinking? I have already alluded to the views of
Stricker and those who follow him, viz. that words are the revived images
of the feelings of the sense of movement, caused by the alteration in the
tension of the muscles of articulation occurring during speech, with or
without phonation. There is another which I think the correct view, that
words are revived in thought primarily as auditory images, so that the
sense of hearing is essential for articulation as well as phonation; the
two operations of the vocal organ as an instrument of the mind being
inseparable. The arguments in favour of this are:--

1. The part of the brain concerned with the sense of hearing develops
earlier and the nerve fibres found in this situation are myelinated[1] at
an earlier period of development of the brain than the portion connected
with the sense of movement of the muscles of articulation.

[Footnote 1: The covering of the fibres by a sheath of phosphoretted fat
serving to insulate the conductile portion of the nerve is an indication
that the fibre has commenced to function as a conductor of nervous
impulses.]

2. As a rule, the child's first ideas of language come through the sense of
hearing; articulate speech is next evolved, in fact the child speaks only
that which it has heard; it learns first to repeat the names of persons and
objects with which it comes into relation, associating visual images with
auditory symbols.

An example of