#58. Analytic and Synthetic Method.#--A lesson, like a jack-knife, is made up of a number of parts. We may begin the recitation by presenting first the object or lesson as a whole and follow with a study of the parts; this is the _analytic method_. Or we may begin the recitation by presenting first the parts, one at a time, and follow with a study of the object as a whole. This is the _synthetic method_ in teaching. These two general methods are usually combined in a complete lesson. That is to say, we usually consider first the whole thought, then analyze it into its several parts, and when each part is understood, we combine by synthesis the parts into the general thought. If, for example, we begin by citing the golden text, and then analyze the lesson to find the parts that illustrate the meaning in the golden text, and finally combine these parts into a fuller understanding of the golden text, the process is analytico-synthetic. The purpose of this thought exercise is to enlarge the learner's comprehension of the general truth in the lesson. In the earlier years teaching should be largely synthetic; in later years, analytic. A study of the growth of the powers of the soul will show why this is so. #59. Inductive and Deductive Method.#--When once the mind is trained to analyze fairly well it is possible to use another set of general methods. In reasoning we may begin with particular facts, with simple sensations, with the individual notions based upon concrete experience, and rise step by step to a general law. If we pursue this plan in the recitation, we use the _inductive method_ in teaching. If we pursue the opposite order, beginning with some general law or principle and proceed by reasoning to special or particular facts, we use the _deductive method_ in teaching. The parable of the sower is a good example of inductive teaching. The seventh chapter of Matthew contains a number of excellent examples of deductive teaching. Note carefully the method by which Jesus makes plain the words, "Beware of false prophets." These general methods are followed always in one order or another by every good teacher. #60.# The recitation also affords opportunity for the exercise of special methods. We may or we may not ask _questions_. We may or we may not assign _topics_, we may or we may not draw _pictures_ on a blackboard. We may or we may not ask pupils to _consult the text_ of the lesson in reciting the same. These facts suggest methods that the wise teacher will consider carefully.