=Learner's Mind Active.=--A further principle of method to be deduced from the foregoing is, that the process of bringing ideas out of former experiences to bear upon a presented problem must take place within the mind of the learner himself. The new knowledge being an experience organized from elements selected out of former experiences, it follows that the learner will possess the new knowledge only in so far as he has himself gone through the process of selecting the necessary interpreting ideas out of his own former knowledge and finally organizing them into new knowledge. This need for the pupil to direct mental effort, or attention, upon the problem in order to bring upon it, out of his former knowledge, the ideas relative to the solution of the question before him, is one of the most important laws of method. From the standpoint of the teacher, this law demands that he so direct the process of learning that the pupil will clearly call up in consciousness the selected interpreting ideas as portions of his old knowledge, and further feel a connection between these and the new problem before him. =Learner's Experience Analysed.=--The second stage of the learning process is found to involve also a breaking up of former experience. This appears in the fact that the various ideas which are necessary to interpret the new problem are to be selected out of larger complexes of past experience. For example, in a lesson whose problem is to account for the lack of rainfall in the Sahara desert, the pupil may have a complex of experiences regarding the position of the desert. Out of this mass of experience he must, however, select the one feature--its position in relation to the equator. In the same way, he may have a whole body of experience regarding the winds of Africa. This body must, however, be analysed, and the attention fixed upon the North-east trade-wind. Again, he may know many things about these winds, but here he selects out the single item of their coming from a land source. Again, from the complex of old knowledge which he possesses regarding the land area from which the wind blows, he must analyse out its temperature, and compare it with that of the areas toward which the wind is blowing. Thus it will be seen that, step by step, the special items of old knowledge to be used in the apperceptive process are selected out of larger masses of experience. For this reason this phase of the learning process is frequently designated as a process of analysis.