1. Preparation--Analysis } 2. Presentation--Synthesis } Apperception of percepts. 3. Association } Thought. The derivation and arrangement 4. Systemization } of rule, principle, or class. 5. Application. From knowing to doing: use of motor powers. The reader is referred to the following-named works for extended discussion of this topic: McMurray, “General Method”; DeGarmo, “Essentials of Method”; Lange, “Apperception,” pp. 200–245; Rein (Van Liew’s translation), “Outlines of Pedagogy”; Herbart (Felkins’ translation), “Science of Education”; McMurray, C. A. & F. M., “The Method of the Recitation.” A comparative view of the treatment of the Steps of Instruction by various authors is found in Van Liew’s translation of Rein’s “Outlines of Pedagogy,” p. 145. CHAPTER IV =The Conditions Determining Interest= 71. Interest means self-activity. The demand for a many-sided interest is, therefore, a demand for many-sided self-activity. But not all self-activity, only the right degree of the right kind, is desirable; else lively children might very well be left to themselves. There would be no need of educating or even of governing them. It is the purpose of instruction to give the right _direction_ to their thoughts and impulses, to incline these toward the morally good and true. Children are thus in a measure passive. But this passivity should by no means involve suppression of self-activity. It should, on the contrary, imply a stimulation of all that is best in the child. At this point a psychological distinction becomes necessary, namely, that between designedly reproduced, or “given,” and spontaneous representations. In recitations of what has been learned we have an example of the former; the latter appear in the games and fancies of children. A method of study that issues in mere reproduction leaves children largely in a passive state, for it crowds out for the time being the thoughts they would otherwise have had. In games, however, and in the free play of fancy, and accordingly also in that kind of instruction which finds an echo here, free activity predominates. This distinction is not intended to affirm the existence of two compartments in which the ideas, separated once for all, would, of necessity, have to remain. Ideas that must by effort be raised into consciousness because they do not rise spontaneously, may become spontaneous by gradual strengthening. But this development we cannot count on unless instruction, advancing step by step, bring it about.