In like manner, in an inductive lesson, although the results of the process of the development of a general principle may for convenience be arranged logically under the above four heads, it is evident that the child could not wholly suspend his conclusions until a number of particular cases had been examined and compared. In the lesson on the rule for conversion of fractions to equivalent fractions with different denominators, the pupils could not possibly apperceive, or analyse, the examples as suggested under the head of selection, or analysis, without at the same time implicitly abstracting and generalizing. Also in the lesson below on the predicate adjective, the pupils could not note, in all the examples, all the features given under analysis and fail at the same time to abstract and generalize. The fact is that in such lessons, if the selection, or analysis, is completed in only one example, abstraction and generalization implicitly unfold themselves at the same time and constitute a relating, or synthetic, act of the mind. The fourfold arrangement of the matter, however, may let the teacher see more fully the children's mental attitude, and thus enable him to direct them intelligently through the apperceptive process. It will undoubtedly also impress on the teacher's mind the need of having the pupils compare particular cases until a correct notion is fully organized in experience. TWO PROCESSES SIMILAR Notwithstanding the distinction drawn by psychologists between conception as a process of gaining a general notion, and induction as a process of arriving at a general truth, it is evident from the above that the two processes have much in common. In the development of many lesson topics, in fact, the lesson may be viewed as involving both a conceptual and an inductive process. In the subject of grammar, for instance, a first lesson on the pronoun may be viewed as a conceptual lesson, since the child gains an idea of a class of words, as indicated by the new general term pronoun, this term representing the result of a conceptual process. It may equally be viewed as an inductive lesson, since the child gains from the lesson a general truth, or judgment, as expressed in his new definition--"A pronoun is a word that represents an object without naming it," the definition representing the result of an inductive process. This fact will be considered more fully, however, in Chapter XXVIII. FURTHER EXAMPLES OF INDUCTIVE LESSONS As further illustrations of an inductive process, the following outlines of lessons might be noted. The processes are outlined according to the formal steps. The student-teacher should consider how the children are to approach each problem and to what extent they are likely to generalize as the various examples are being interpreted during the analytic stage. 1. THE SUBJECTIVE PREDICATE ADJECTIVE _Analysis, or selection:_ Divide the following sentences into subject and predicate: The man was old.