ess of
the man who possesses an impulsive nature. Although, therefore, it is
true that all knowledge is intended to serve in meeting actual needs, or
to function in the control of expression, it is equally true that not
every organized experience should find expression in action. Part at
least of man's efficiency must consist in his ability to organize a new
experience in an indirect way and condemn it as a rule of action. While,
therefore, we emphasize the importance, under ordinary conditions, of
having the child's knowledge function as directly as possible in some
form of actual expression, it is equally important to recognize that in
actual life many organized plans should not find expression in outer
physical action. This being the case, the divorce between organized
experience, or knowledge, and practical expression, which at times takes
place in school work, is not necessarily unsound, since it tends to make
the child proficient in separating the mental organizing of experience
from its immediate expression, and must, therefore, tend to make him
more capable of weighing plans before putting them into execution. This
will in turn habituate the child to taking the necessary time for
reflection between "the acting of a thing and the first purpose." This
question will be considered more fully in Chapter XXX, which treats of
the development of voluntary control.

It should be noted in conclusion that the law of expression as a fourth
stage of the learning process differs in purpose from the use of
physical action as a means of creating interest in the problem, as
referred to on page 62. When, for instance, we set a pupil who has no
knowledge of long measure to use the inch in interpreting the yard
stick, expressive action is merely a means of putting the problem before
the child in an interesting form on account of his liking for physical
action. When, on the other hand, the child later uses the foot or yard
as a unit to measure the perimeter of the school-room, he is applying
his knowledge of long measure, which has been acquired previously to
this expressive act.

CHAPTER XIII

FORMS OF LESSON PRESENTATION

The chief office of the teacher, in controlling the pupils' process of
learning, being to direct their self-activity in making a selection of
ideas from their former knowledge which shall stand in vital connection
with the problem, and lead finally to its solution, the question arises
in what form th