ct or conclusion which they can easily be led by questions and
suggestions to discover for themselves. Truths which one has found out
for himself always mean more than matter that is dogmatically forced
upon him. The pupil who has watched the bees sucking honey from clover
blossoms and then going with pollen-laden feet to another blossom, or
one who has observed the drifting pollen from orchard or corn field, is
better able to understand the fertilization of plants than he would be
from any mere description of the process.

On the same principle, the child will get a deeper and more lasting
impression of the effects of disobedience if led to see the effect of
the disobedience of Adam and Eve in the shame and sorrow and feeling of
guilt that came to them, than he will through listening to ever so many
impressive assertions on the sin of disobedience. If the concrete lesson
is carried over to his own personal experience and his observation of
the results of disobedience, and the unhappiness it has brought, the
effect is all the greater.

Purpose of the inductive lesson.--The developmental, or inductive,
lesson, therefore, seeks to lead the child to _observe, discover, think,
find out for himself_. It begins with concrete and particular instances,
but it does not stop with them. It does not at the start force upon the
child any rules or general conclusions, but it does seek to arrive at
conclusions and rules in the end. For example, the purpose in having the
child watch particular bees carrying pollen to blossoms, and in having
him observe particular pollen drifting in the wind, is to teach in the
end the general truth that _certain plants are dependent on insects and
others on currents of air for their pollenization_.

In similar fashion, the purpose in having the child understand the
effects of disobedience in the case of Adam and Eve and in any
particular instance in his own experience is to teach the general
conclusion that _disobedience commonly brings sorrow and trouble_. The
aim, then, is to arrive at a universal truth of wide application, but to
_reach it through appealing to the child's own knowledge, experience,
and observation_. In this way the lesson learned will have more vital
meaning and it will be more readily accepted because not forced upon the
learner.

Two principles.--Two important principles must be kept in mind in
teaching an inductive lesson:

1. A basis or starting point must be found in knowl