examine the next word. If he gains the true notion from the first
example, he merely verifies this through the other particular examples.
If his first notion is not correct, however, he is able to correct it by
a further process of analysis and synthesis in connection with other
examples. Throughout the formal stages, therefore, the pupil is merely
applying his growing general knowledge in a selective, or analytic, way
to the interpreting of several particular examples, until such time as a
perfect general, or class, notion is obtained and verified. It is,
indeed, on account of this immediate tendency of the mind to generalize,
that care must be taken to present the children with typical examples.
To make them examine a sufficient number of examples is to ensure the
correcting of crude notions that may be formed by any of the pupils
through their generalizing perhaps from a single particular.

INDUCTION AS A LEARNING PROCESS

In like manner, in an inductive lesson, although the results of the
process of the development of a general principle may for convenience be
arranged logically under the above four heads, it is evident that the
child could not wholly suspend his conclusions until a number of
particular cases had been examined and compared. In the lesson on the
rule for conversion of fractions to equivalent fractions with different
denominators, the pupils could not possibly apperceive, or analyse, the
examples as suggested under the head of selection, or analysis, without
at the same time implicitly abstracting and generalizing. Also in the
lesson below on the predicate adjective, the pupils could not note, in
all the examples, all the features given under analysis and fail at the
same time to abstract and generalize. The fact is that in such lessons,
if the selection, or analysis, is completed in only one example,
abstraction and generalization implicitly unfold themselves at the same
time and constitute a relating, or synthetic, act of the mind. The
fourfold arrangement of the matter, however, may let the teacher see
more fully the children's mental attitude, and thus enable him to direct
them intelligently through the apperceptive process. It will undoubtedly
also impress on the teacher's mind the need of having the pupils compare
particular cases until a correct notion is fully organized in
experience.

TWO PROCESSES SIMILAR

Notwithstanding the distinction drawn by psychologists between
conception as