volve a detailed investigation of how the child is to gain
control of social experiences as outlined above, and how the teacher may
bring about the same through instruction.

Tn such an investigation, he must examine in detail the various steps of
the educative process to discover:

1. How the knowledge, or social experience, contained in the school
curriculum should be presented to the child. This will involve an
adequate study of the first step of the learning process--the problem.

2. How the mind, or consciousness, of the child reacts during the
learning process upon the presented materials in gaining control of this
knowledge. This will embrace a study of the second and third steps of
the process--the selecting and relating activities.

3. How the child is to acquire facility in using a new experience, or in
applying it to direct his conduct. This involves a particular study of
the fourth step of the process--the law of expression.

4. How the teacher may use any outside agencies, as maps, globes,
specimens, experiments, etc., to assist in directing the learning
process. This involves a study of various classes of educational
instrumentalities.

5. How the principles of general method are to be adapted to the
different modes by which the learner may gain new experience, or
knowledge. This will involve a study of the different kinds of lessons,
or a knowledge of lesson types.

METHOD IMPLIES KNOWLEDGE OF MIND

Before we proceed to such a detailed study of the educative process as a
process of teaching, it should be noted that the existence of a general
method is possible only provided that the growth of conscious control
takes place in the mind of the child in a systematic and orderly manner.
All children, for instance, must be supposed to respond in the same
general way in the learning process when they are confronted with the
same problem. Without this they could not secure from the same lesson
the same experiences and the same relative measure of control over
these experiences. But if our conscious acts are so uniform that the
teacher may expect from all of his pupils like responses and like states
of experience under similar stimulations, then a knowledge on the part
of the teacher of the orderly modes in which the mind works will be
essential to an adequate control of the process of learning. Now a full
and systematic account of mind and its activities is set forth in the
Science of Psychology. As th