n the
understanding which has not been previously in the senses, and
consequently to exercise the senses carefully in discriminating the
differences of natural objects is to lay the foundation of all wisdom,
all eloquence, and of all good and prudent action. The right
instruction of youth does not consist in cramming them with a mass of
words, phrases, sentences, and opinions collected from authors. In
this way the youth are taught, like Aesop's crow in the fable, to adorn
themselves with strange feathers. Why should we not, instead of dead
books, open the living book of nature? Not the shadows of things, but
the things themselves, which make an impression upon the senses and
imagination, are to be brought before the youth."

There has always been a strong tendency in the schools to teach _words,
definitions, and rules_ without a sufficient knowledge of the objects
and experiences of life that put meaning into these abstractions. The
result is that all the prominent educational reformers have pointedly
condemned the practice of learning words, names, etc., without a
knowledge of the things signified. The difference is like that between
learning the names of a list of persons at a reception, and being
present to enter into acquaintance and conversation with the guests.
The oft-quoted dictum of Kant is a laconic summary of this argument.
"General notions (concepts) without sense-percepts are empty." The
general definition of composite flowers means little or nothing to a
child; but after a familiar acquaintance with the sunflower, dandelion,
thistle, etc., such a general statement has a clear meaning. Concepts
without the content derived from objects are like a frame without a
picture, or a cistern without water. The table is spread and the
dishes placed, but no refreshments are supplied.

Having completed the discussion of _intuition_, including object
lessons, that is, the preparatory step to the inductive process, we
reach the second, _reflection_ and _survey_. We are seeking for a
general term that covers the several steps in the latter part of the
inductive process. It includes comparison, classification, and
abstraction. It may be discussed from the standpoint of "association
of ideas," and contributes directly to concentration.

We have in mind, chiefly, that thoughtful habit which is not satisfied
with simply acquiring a new fact or set of ideas, but is impelled to
trace them out along their various