lly 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 a