[12] It should be noted that just as concretes give rise to abstractions, so these in turn give rise to still more abstract abstractions. Thus fourness, fiveness, twentyness, and the like give rise to 'integral-number-ness.' Similarly just as individuals are grouped into general classes, so classes are grouped into still more general classes. Half, quarter, sixth, and tenth are general notions, but 'one ...th' is more general; and 'fraction' is still more general. FACILITATING THE ANALYSIS OF ELEMENTS Abstractions and generalizations then depend upon analysis and upon bonds formed with more or less subtle elements rather than with gross total concrete situations. The process involved is most easily understood by considering the means employed to facilitate it. The first of these is having the learner respond to the total situations containing the element in question with the attitude of piecemeal examination, and with attentiveness to one element after another, especially to so near an approximation to the element in question as he can already select for attentive examination. This attentiveness to one element after another serves to emphasize whatever appropriate minor bonds from the element in question the learner already possesses. Thus, in teaching children to respond to the 'fiveness' of various collections, we show five boys or five girls or five pencils, and say, "See how many boys are standing up. Is Jack the only boy that is standing here? Are there more than two boys standing? Name the boys while I point at them and count them. (Jack) is one, and (Fred) is one more, and (Henry) is one more. Jack and Fred make (two) boys. Jack and Fred and Henry make (three) boys." (And so on with the attentive counting.) The mental set or attitude is directed toward favoring the partial and predominant activity of 'how-many-ness' as far as may be; and the useful bonds that the 'fiveness,' the 'one and one and one and one and one-ness,' already have, are emphasized as far as may be. The second of the means used to facilitate analysis is having the learner respond to many situations each containing the element in question (call it A), but with varying concomitants (call these V. C.) his response being so directed as, so far as may be, to separate each total response into an element bound to the A and an element bound to the V. C.