hould be asked to report observations they have made
concerning some familiar occurrences like the following:

(1) Breathe upon a cold glass and upon a warm glass. What do you
notice in each case? Where must the drops of water have come from?
Can you see this water ordinarily? In what form must the water have
been before it formed in drops on the cold glass?

(2) What have you often noticed on the window of the kitchen on
cool days? From where did these drops of water come? Could you see
the vapour in the air? How did the temperature of the window panes
compare with the temperature of the room?

(3) When the water in a tea-kettle is boiling rapidly, what do you
see between the mouth of the spout and the cloud of steam? What
must have come through that clear space? Is the steam then at first
visible or invisible?

The pupils should be further asked to report observations and make
correct inferences concerning such things as:

(4) The deposit of moisture on the outside surface of a pitcher of
ice-water on a warm summer day.

(5) The clouded condition of one's eye-glasses on coming from the
cold outside air into a warm room.

_Comparison, Abstraction, and Generalization, or Organization:_

In all these cases you have reported what there has been in the
air. Was this vapour visible or invisible? Under what condition did
it become visible?

The pupils should be led to sum up their observations in some such way
as the following:

Air often contains much water vapour. When this comes in contact with
cooler bodies, it condenses into minute particles of water. In other
words, the two conditions of condensation are (1) a considerable
quantity of water vapour in the air, and (2) contact with cooler
bodies.

It must be borne in mind that in a conceptual or an inductive lesson
care is to be taken by the teacher to see that the particulars are
sufficient in number and representative in character. As already pointed
out, crude notions often arise through generalizing from too few
particulars or from particulars that are not typical of the whole class.
Induction can be most frequently employed in elementary school work in
the subjects of grammar, arithmetic, and nature study.

INDUCTIVE-DEDUCTIVE LESSONS

Before we leave this division of general method, it should be noted that
many lessons combine in a somewhat formal way