the north-west south of the equator.

4. _Verification_:

Read the geography text to see if our inferences are correct.

THE DEVELOPMENT OF GENERAL KNOWLEDGE

=The Conceptual Lesson.=--As an example of a lesson involving a process
of conception, or classification, may be taken one in which the pupil
might gain the class notion _noun_. The pupil would first be presented
with particular examples through sentences containing such words as
John, Mary, Toronto, desk, boy, etc. Thereupon the pupil is led to
examine these in order, noting certain characteristics in each.
Examining the word _John_, for instance, he notes that it is a word;
that it is used to name and also, perhaps, that it names a person, and
is written with a capital letter. Of the word _Toronto_, he may note
much the same except that it names a place; of the word _desk_, he may
note especially that it is used to name a thing and is written without a
capital letter. By comparing any and all the qualities thus noted, he
is supposed, finally, by noting what characteristics are common to all,
to form a notion of a class of words used to name.

=The Inductive Lesson.=--To exemplify an inductive lesson, there may be
noted the process of learning the rule that to multiply the numerator
and denominator of any fraction by the same number does not alter the
value of the fraction.

_Conversion of fractions to equivalent fractions with different
denominators_

The teacher draws on the black-board a series of squares, each
representing a square foot. These are divided by vertical lines into a
number of equal parts. One or more of these parts are shaded, and pupils
are asked to state what fraction of the whole square has been shaded.
The same squares are then further divided into smaller equal parts by
horizontal lines, and the pupils are led to discover how many of the
smaller equal parts are contained in the shaded parts.

[Illustration: 1/2=3/6 2/3=8/12 3/4=15/20 3/5=18/30]

Examine these equations one by one, treating each after some such manner
as follows:

How might we obtain the numerator 18 from the numerator 3? (Multiply by
6.)

The denominator 30 from the denominator 5? (Multiply by 6.)

1x3 3 2x4 8 3x5 15 3x6 18
--- = -; --- = --; --- = --; --- = --.
2x3 6 3x4 12 4x5 20 5x6 30

If we multiply both the numerator and the denominator of the fraction
3/5 by 6, what will be the effect upon the value of the fraction? (It
w