1. The senses receive impressions from a particular thing.
2. The mind reacts upon these impressions with certain phases of its old knowledge, here represented by such words as four, corner, bowl, etc.
Analysis of Process.—When the mind thus gains knowledge of a particular object through sense perception, the process is found to conform exactly to the general method already laid down; for there is involved:
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: