e
himself that the pupil, through his former knowledge of subordinate
clauses, apprehends that the clause is joined adjectively to _boy_, by
the word _who_. Next, he assures himself that the pupil, through his
former knowledge of the conjunction, apprehends clearly the consequent
_conjunctive_ force of the word _who_. Finally, by means of the pupil's
former knowledge of the subjective and pronoun functions, the teacher
assures himself that the pupil appreciates clearly the _pronoun_
function of the word _who_. Thus, step by step, throughout the learning
process, the teacher makes certain that he has awakened in the mind of
the learner the exact old knowledge which will unify into a clearly
understood and adequately controlled new experience, as signified by the
term _conjunctive pronoun_.

=Question and Answer.=--On account of the large use of questioning as a
means of directing and testing the pupils' selecting of old knowledge,
or interpreting ideas, the developing method is often identified with
the question and answer method. But the real mark of the developing
method of teaching is the effort of an instructor to assure himself
that, step by step, throughout the learning process, the pupil himself
is actively apprehending the significance of the new problem by a use of
his own previous experience. It is true, however, that the method of
interrogation is the most universal, and perhaps the most effective,
mode by which a teacher is able to assure himself that the learner's
mind is really active throughout each step of the learning process.
Moreover, as will be seen later, the other subsidiary methods of the
developing method usually involve an accompanying use of question and
answer for their successful operation. It is for this reason that the
question is sometimes termed the teacher's best instrument of
instruction. For the same reason, also, the young teacher should early
aim to secure facility in the art of questioning. An outline of the
leading principles of questioning will, therefore, be given in Chapter
XVIII.

=Other Forms of Development.=--Notwithstanding the large part played by
question and answer in the developing method, it must be observed that
there are other important means which the teacher at times may use in
the learning process in order to awaken clear interpreting ideas in the
mind of the learner. In so far, moreover, as any such methods on the
part of the teacher quicken the apperceptive proc