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 learning of any fact in history, the mastery of a poem, the study of a plant or animal, will furnish excellent examples of these subordinate stages of analysis and synthesis within a lesson. It is to be noted further that this feature of the learning process causes many lessons to fall into certain well marked sub-divisions. Each of these minor co-ordinations clustering around a sub-topic of the larger problem, the whole lesson separates itself into a number of more or less distinct parts. Moreover, the child's knowledge of the whole lesson will largely depend upon the extent to which he realizes these parts both as separate co-ordinations and also as related parts of the whole lesson problem. ALL KNOWLEDGE UNIFIED