ng different groups of ideas
relative to the topic. This would he illustrated by noting a pupil's
study of the cat. The child may first note that the cat catches and eats
rats and mice, and picks meat from bones. These facts will at once
relate themselves into a certain measure of knowledge regarding the food
of the animal. Later he may note that the cat has sharp claws, padded
feet, long pointed canines, and a rough tongue; these facts being also
related as knowledge concerning the mouth and feet of the animal. In
addition to this, however, the latter facts will further relate
themselves to the former as cases of adaptation, when the child notes
that the teeth and tongue are suited to tearing food and cleaning it
from the bones, and that its claws and padded feet are suited to
surprising and seizing its living prey.

=Example from Study of Conjunctive Pronoun.=--This continuous selecting
and relating throughout a process of learning is also well illustrated
in the pupil's process of learning the _conjunctive pronoun_. By
bringing his old knowledge to bear on such a sentence as "The men _who_
brought it returned at once"; the pupil may be asked first to apperceive
the subordinate clause, _who brought it_. This will not likely be
connected by the pupil at first with the problem of the value of _who_.
From this, however, he passes to a consideration of the value of the
clause and its relation. Hereupon, these various ideas at once
co-ordinate themselves into the larger idea that _who_ is conjunctive.
Next, he may be called upon to analyse the subordinate clause. This, at
first, also may seem to the child a disconnected experience. From this,
however, he passes to the idea of _who_ as subject, and thence to the
fact that it signifies man. Thereupon these ideas unify themselves with
the word _who_ under the idea _pronoun_. Thereupon a still higher
synthesis combines these two co-ordinated systems into the more complex
system, or idea--_conjunctive pronoun_.

[Illustration]

This progressive interaction of analysis and synthesis is illustrated by
the accompanying figure, in which the word _who_ represents the
presented unknown problem; _a_, _b_, and _c_, the selecting and relating
process which results in the knowledge, _conjunction_; _a'_, _b'_, and
_c'_, the building up of the _pronoun_ notion; and the circle, the final
organization of these two smaller systems into a single notion,
_conjunctive pronoun_.

The learnin