=Only Two Types of Knowledge.=--It is evident from the foregoing that no matter what subject is being taught, so far as any person may aim _to develop a new experience_ in the mind of the pupil, that experience will be one or other of the two classes mentioned above. If the aim of our lesson is to have the pupils know the facts of the War of 1812-14, to study the rainfall of British Columbia, to master the spelling of a particular word, or to image the pictures contained in the story _Mary Elizabeth_, then it aims primarily to have pupils come into possession of a particular fact, or a number of particular facts. On the other hand, if the lesson aims to teach the pupils the nature of an infinitive, the rule for extracting square root, the law of gravity, the classes of nouns, etc., then the aim of the lesson is to convey some general idea or truth. APPLIED KNOWLEDGE GENERAL Before proceeding to a special consideration of such type lessons, it will be well to note that the mind always applies general knowledge in the learning process. That is, the application of old knowledge to the new presentation is possible only because this knowledge has taken on a general character, or has become a general way of thinking. The tendency for every new experience, whether particular or general, to pass into a general attitude, or to become a standard for interpreting other presentations, is always present, at least after the very early impressions of infancy. When, for instance, a child observes a strange object, dog, and perceives its four feet, this idea does not remain wholly confined to the particular object, but tends to take on a general character. This consists in the fact that the characteristic perceived is vaguely thought of as a quality distinct from the dog. This quality, _four-footedness_, therefore, is at least in some measure recognized as a quality that may occur in other objects. In other words, it takes on a general character, and will likely be applied in interpreting the next four-footed object which comes under the child's attention. So also when an adult first meets a strange fruit, guava, he observes perhaps that it is _pear-shaped, yellow-skinned, soft-pulped_, of _sweet taste_, and _aromatic flavour_. All such quality ideas as pear-shaped, yellow, soft, etc., as here applied, are general ideas of quality taken on from earlier experiences. Even in interpreting the qualities of particular objects, therefore, as this rose, this machine, or this animal, we apply to its interpretation general ideas, or general forms of thought, taken on from earlier experiences.