1. _The Motive._--To read meaning into the strange thing which is placed before the pupil as a problem to stimulate his senses. _2. Selection, or Analysis._--Bringing selected elements of former knowledge to interpret the unknown impressions, the elements of his former knowledge being represented in the above example by such words as, four, bowl, curve, handle, etc. 3. _Unification, or Synthesis._--A continuous relating of these interpreting factors into the unity of a newly interpreted object, the Dipper. SENSE PERCEPTION IN EDUCATION =A. Gives Knowledge of Things.=--In many lessons in biology, botany, etc., although the chief aim of the lesson is to acquire a correct class notion, yet the learning process is in large part the gaining of particular knowledge through the senses. In a nature lesson, for instance, the pupil may be presented with an insect which he has never previously met. When the pupil interprets the object as six-legged, with hard shell-like wing covers, under wings membranous, etc., he is able to gain knowledge about this particular thing: 1. Because the thing manifests itself to him through the senses of sight and touch. 2. Because he is able to bring to bear upon these sense impressions his old knowledge, represented by such words as six, wing, shell, hard, membranous, etc. So far, therefore, as the process ends with knowledge of the particular object presented, the learning process conforms exactly to that laid down above, for there is involved: 1. _The Motive._--To read meaning into the new thing which is placed before the pupil as a problem to stimulate his senses. 2. _Selection, or Analysis._--Bringing selected elements of former knowledge to interpret the unknown problem, the elements of his former knowledge being represented above by such words as six, leg, wing, hard, shell, membranous, etc. 3. _Unification, or Synthesis._--A continuous relating of these interpreting factors into the unity of a better known object, the insect. =B. Is a Basis for Generalization.=--It is to be noted, however, that in any such lesson, although the pupil gains through his senses a knowledge of a particular individual only, yet he may at once accept this individual as a sign, or type, of a class of objects, and can readily apply the new knowledge in interpreting other similar things. Although, for example, the pupil has experienced but one such object, he does not necessarily think of it as a mere individual--this thing--but as a representative of a possible class of objects, a beetle. In other words the new particular notion tends to pass directly into a general, or class, notion. B. LEARNING THROUGH IMAGINATION