is is only another illustration that mental processes are intimately
interwoven, and, except in thought, not to be separated. In the
discussion of apperception in the following chapter we shall see that,
in the process of gaining knowledge, our acquired ideas and concepts
play a most important role. They are really the chief assimilating
agencies. But in spite of all this we shall scarcely be led again to
the standpoint that logical or scientific concepts should be the
starting point in the study of any subject.

[1] Intuition is popularly used in a sense different from the above.
We are in need of a word which has the same meaning as the German word,
_Anschauung_, for which there is no popular equivalent in English.
Intuition, as defined by Webster, is nearly the same: "direct
apprehension, or cognition; immediate knowledge, as in perception or
consciousness."

For a discussion of this term, see Quick's Educational Reformers, p.
361, Appleton's edition.

CHAPTER VI.

APPERCEPTION.

We have now to deal with a principle of pedagogy upon which all the
leading ideas thus far discussed largely depend for their realization.
Interest, concentration, and induction set up requirements relative to
the matter, spirit and method of school studies. Apperception is a
practical principle, obedience to which will contribute daily and
hourly to making real in school exercises the ideas of interest,
concentration and induction.

We observe in passing that the important principles already discussed
stand in close mutual relation and dependence. Interest aids
concentration by bringing all kinds of knowledge into close touch with
the feelings. Interest puts incentives into every kind of information
so as to arouse the will, which, in turn, unifies and controls the
mental actions. But concentration has a reflex influence upon
interest, because unity and conscious mastery give added pleasure to
knowledge. The culture epochs are expected to contribute powerfully to
both concentration and interest; to the former by supplying a series of
rallying-points for educative effort, to the latter by furnishing
matter suited to interest children. Induction is a natural method of
acquiring and unifying knowledge in an interesting way. Apperception,
in turn, is a principle of mental action which puts life and interest
into inductive and concentrating processes. Every hour of school labor
illustrates the value of apperception a