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 Rh in as to give adequate insight into an idea or principle. To treat application as a separate final step is disastrous. In every judgment some meaning is employed as a basis for estimating and interpreting some fact; by this application the meaning is itself enlarged and tested. When the general meaning is regarded as complete in itself, application is treated as an external, non-intellectual use to which, for practical purposes alone, it is advisable to put the meaning. The principle is one self-contained thing; its use is another and independent thing. When this divorce occurs, principles become fossilized and rigid; they lose their inherent vitality, their self-impelling power.

A true conception is a moving idea, and it seeks outlet, or application to the interpretation of particulars and the guidance of action, as naturally as water runs downhill. In fine, just as reflective thought requires particular facts of observation and events of action for its origination, so it also requires particular facts and deeds for its own consummation. "Glittering generalities" are inert because they are spurious. Application is as much an intrinsic part of genuine reflective inquiry as is alert observation or reasoning itself. Truly general principles tend to apply themselves. The teacher needs, indeed, to supply conditions favorable to use and exercise; but something is wrong when artificial tasks have arbitrarily to be invented in order to secure application for principles.