this rule
in the case of a city, a continent, a railroad, or any concrete object
so large and complex that it cannot be grasped by a single effort of
sense perception. But even here it is usual with us first to represent
the whole object to our thought by means of a sketch, map, or figure of
speech, so as first to get a quick survey of the whole thing. In
history, also, we first grasp at wholes, then enter into a detailed
account of an event, a campaign, a voyage, a revolution, etc. There
are many complex wholes in geography and history with which it is not
wise to begin, because it requires a long and painful effort to get at
the notion of the whole. The wholes we have in mind are those which
can be almost instantly grasped. Not, for example, an outline of
American history or of the world's history. The choice of suitable
wholes with which to begin is based upon the child's interest and
apperceptive powers.

Having thus examined into the general nature of the inductive process
and the extent of its application to school studies and to other forms
of acquiring knowledge, we are led to a closer practical discussion of
each of the two chief stages of induction: First, _observation or
intuition_; that is, the direct perception through the senses or
through consciousness, of the realities of the external world and of
the mind. Second, association of ideas with a view to generalizing and
_forming concepts_.

_Intuition_[1] implies object lessons in a wide sense. By object
lessons is usually meant things in nature perceived through the senses.
But it is necessary to extend the idea of object lessons beyond the
objects and phenomena of the physical world, to which it has been
usually limited. It includes perception of our own mental states.
These direct experiences of our own inner states are the primary basis
of our understanding of other people's feelings, mental states, and
actions. In short, an understanding of the phenomena of individual
life, (the acts of persons) of society, and of history, is based upon a
knowledge of our own feelings and mental acts, and upon the accuracy
with which we have observed and interpreted similar things in other
persons. We have already seen that a right appreciation of companions,
biographies, social life, and history, is the strongest of
psychological forces in its formative influence upon character. For
this reason, also, history includes the first and most important body
o