Xiv ANALYTICAL TABLE OF CONTENTS. 



III. PRINCIPLES OR LAWS (Continued) PAGE 



D. Imagination (Continued) 



3. Constructive imagination. 



a. Importance in education. 



6. Means of cultivating imagination. 



1'. Basing on sense-perception and appercep- 

 tion. 



2'. Giving imagination exercise. 

 3'. Value of literature. 



(Chapter VIII.) 



E. Sequence . 167 



1. Definition and relation to apperception. 



2. Precautions to insure sequence. 



. Laying good foundations. 



b. Going step by step, not leaping. 



c. Keeping to the line of thought, and avoiding 



digressions. 



d. " Guarding the switches." 



3. Use of the development or Socratic method. 



4. Value of sequence for developing reasoning-powers. 



F. Unity 177 



1. Definition and relation to preceding principles. 



2. Unity is ultimate psychological aim correspond- 



ing to the ultimate ethical aim, adaptation to 

 environment. 



3. Unity is psychological basis or reason for the 



greater educational value of the study of life, the 

 best exemplification of physical unity. 



4. Unity is brought out by questions "why" and 



" how," rather than by question " what." 



5. Influence of unity on method. 



a. How impress on child unity in his physical 



environment? 

 6. How impress on child unity of physical and 



intellectual environment ? 



c. How impress unity of all environment ? 



d. How bring child into unity with environ- 



ment ? 



G. Expression l 190 



1. Definition and relation to preceding principles. 



2. Function or objects. 



a. To clarify the child's ideas. 



6. To convey his ideas to other minds. 



c. To enable him to get ideas from other minds. 



i See also Chapter XI. on "Nature Study and the Expressive Work of the School." 



