problem.
From the very beginning of their school career children need, in the
light of a problem stated, to learn to utilize all of the possible
sources of information available. Their own experience, the questions
which they may put to other people, observations which they may
undertake with considerable care, books or other sources of information
which they may consult, all are to be thought of as tools to be used or
sources of information available for the solution of problems. It cannot
be too often reiterated that it is not simply getting facts, reading
books, performing experiments, which is significant, but, rather, which
of these operations is conducted in the light of a problem clearly
conceived by children.

The step of presentation, as above described, is not one that may be
begun and completed before other parts of the inductive lesson are
carried on. As soon as any facts are available they are either accepted
or rejected, as they may help in the solution of the problem;
comparisons are instituted, the essential elements of likeness are
noticed, and even a partial solution of the problem may be suggested in
terms of a new generalization. The student may then begin to gather
further facts, to pass through further steps of comparison, and to make
still further modifications of his generalization as he proceeds in his
work. At any stage of the process the student may stop to apply or test
the validity of a generalization which has been formed. It is even true
that the statement of the problem with which one starts may be modified
in the light of new facts found, or new analyses instituted, or new
elements of likeness which have been discovered.

In the conduct of an inductive lesson it is of primary importance that
the teacher discover to children problems, the solutions of which are
important for them, that he guide them in so far as it is possible for
them to find all of the facts necessary in their search for data, that
he encourage them to discuss with each other, even to the extent of
disagreeing, with respect to comparisons which are instituted or
generalizations which are premature, and above all, that he develop, in
so far as it is possible, the habit of verifying conclusions.

_The Deductive Lesson._ The interdependence of induction and deduction
has been discussed in the chapter devoted to thinking. The procedure in
a deductive lesson is from a clear recognition of the problem involved,
through the