280 NATURE STUDY. 



One precaution is very necessary in the process of 

 generalization. We must constantly resist the ten- 

 dency to generalize from too few particulars. Broad 

 generalizations based on very few particulars lead to 

 careless, hasty, and often erroneous thinking. While 

 schoolroom conditions will not admit of the study of 

 the great number of particulars which must precede 

 thoroughly scientific generalizations, we must be ex- 

 ceedingly careful about generalizing from one or two 

 particulars. We must multiply experiments before 

 deducing laws, and study as many plants or animals or 

 minerals as the condition and interests of the children 

 make possible before passing to classification. 



We must not be satisfied when the children v have 

 worked out the generalization. These generalizations 

 must be frequently applied to other plants and to other 

 physical phenomena, so that the habit of working up 

 to and making use of generalizations may be fixed. 



This brings us to the last step in the method of pre- 

 senting or studying material. We must apply what 

 has been perceived and apperceived, and related and 

 unified, to other phenomena. Thereby we cannot only 

 fix and clinch in our mind what has been learned, but 

 we can make it a means of further development and 

 better adaptation, or broader unity. 



When the children have learned about the conduc- 

 tion of heat, they should apply the knowledge to the 

 explanation of a host of familiar facts, by studying such 

 topics as clothing, storm-windows, stove-lifters. When 



