cular unsolved
problem. In the case just cited, for instance, the child starts with the
problem, "What is the condition of the rainfall in British Columbia?" It
is owing to the presence of this problem, moreover, that the mind calls
up the principles and data. These, of course, are already possessed as
old knowledge, and are called up because the mind feels a connection
between them and the problem with which it is confronted. The principles
and data are thus both involved in the selecting process, or step of
analysis. What the learner really does, therefore, in a deductive
lesson is to interpret a new problem by selecting as interpreting ideas
the principles and data. The third division, inference, is in reality
the third step of our learning process, since the inference is a new
experience organized out of the selected principles and data. Moreover,
the verification is often found to take the form of ordinary expression.
As a process of learning, therefore, deduction does not exactly follow
the formal outline of the psychologists and logicians of (1) principles,
(2) data, (3) inference, and (_4_) verification; but rather that of the
learning process, namely, (1) problem, (2) selecting activity, including
principles and data, (3) relating activity=inference, (4)
expression=verification.

=Example of Deduction as Learning Process.=--A simple and interesting
lesson, showing how the pupil actually goes through the deductive
process, is found in paper cutting of forms balanced about a centre, say
the letter X.

1. _Problem._ The pupil starts with the problem of discovering a way of
cutting this letter by balancing about a centre.

2. _Selection._ Principles and Data. The pupil calls up as data what he
knows of this letter, and as principles, the laws of balance he has
learned from such letters as, A, B, etc.

3. _Organization or Inference._ The pupil infers from the principle
involved in cutting the letter A, that the letter X (Fig. A) may be
balanced about a vertical diameter, as in Fig. B.

Repeating the process, he infers further from the principle involved in
cutting the letter B, that this result may again be balanced about a
horizontal diameter, as in Fig. C.

[Illustration]

4. _Expression or Verification._ By cutting Figure D and unfolding
Figures E and F, he is able to verify his conclusion by noting the shape
of the form as it unfolds, thus:

[Illustration]

FURTHER EXAMPLES FOR STUDY

The followi