g of any fact in history, the mastery of a poem, the study of
a plant or animal, will furnish excellent examples of these subordinate
stages of analysis and synthesis within a lesson. It is to be noted
further that this feature of the learning process causes many lessons to
fall into certain well marked sub-divisions. Each of these minor
co-ordinations clustering around a sub-topic of the larger problem, the
whole lesson separates itself into a number of more or less distinct
parts. Moreover, the child's knowledge of the whole lesson will largely
depend upon the extent to which he realizes these parts both as separate
co-ordinations and also as related parts of the whole lesson problem.

ALL KNOWLEDGE UNIFIED

Nor does this relating activity of mind confine itself within the single
lesson. As each lesson is organized, it will, if fully apprehended, be
more or less directly related with former lessons in the same subject.
In this way the student should discover a unity within the lessons of a
single subject, such as arithmetic or grammar. In like manner, various
groups of lessons organize themselves into larger divisions within the
subject, in accordance with important relations which the pupil may read
into their data. Thus, in grammar, one sequence of lessons is organized
into a complete knowledge of sentences; another group, into a complete
knowledge of inflection; a smaller group within the latter, into a
complete knowledge of tense or mood. It is thus that the mind is able to
construct its mass of knowledge into organized groups known as sciences,
and the various smaller divisions into topics.

CHAPTER XII

APPLICATION OF KNOWLEDGE

OR

LAW OF EXPRESSION

=Practical Significance of Knowledge.=--In our consideration of the
fourth phase of the learning process, or the law of expression, it is
necessary at the outset to recall what has already been noted regarding
the correlation of knowledge and action. In this connection it was
learned that knowledge arises naturally as man faces a difficulty, or
problem, and that it finds significance and value in so far as it
enables him to meet the practical and theoretical difficulties with
which he may be confronted. In other words, man is primarily a doer, and
knowledge is intended to guide the conduct of the individual along
certain recognized lines. This being the case, while instruction aims to
control the process by which the child is to acquire valuable s