The step of presentation, as above described, is not one that may be begun and completed before other parts of the inductive lesson are carried on.  As soon as any facts are available they are either accepted or rejected, as they may help in the solution of the problem; comparisons are instituted, the essential elements of likeness are noticed, and even a partial solution of the problem may be suggested in terms of a new generalization.  The student may then begin to gather further facts, to pass through further steps of comparison, and to make still further modifications of his generalization as he proceeds in his work.  At any stage of the process the student may stop to apply or test the validity of a generalization which has been formed.  It is even true that the statement of the problem with which one starts may be modified in the light of new facts found, or new analyses instituted, or new elements of likeness which have been discovered.

In the conduct of an inductive lesson it is of primary importance that the teacher discover to children problems, the solutions of which are important for them, that he guide them in so far as it is possible for them to find all of the facts necessary in their search for data, that he encourage them to discuss with each other, even to the extent of disagreeing, with respect to comparisons which are instituted or generalizations which are premature, and above all, that he develop, in so far as it is possible, the habit of verifying conclusions.

The Deductive Lesson. The interdependence of induction and deduction has been discussed in the chapter devoted to thinking.  The procedure in a deductive lesson is from a clear recognition of the problem involved, through the analysis of the situation and abstraction of the essential elements, to a search for the laws or principles in which to classify the particular element or individual with which we are dealing, to a careful comparison of this particular with the general that we have found, to our conclusion, which is established by a process of verification.  Briefly stated, the normal order of procedure might be indicated as follows:  (1) finding the problem; (2) finding the generalization or principles; (3) inference; (4) verification.  It is important in this type of exercise, as has been indicated in the discussion of the inductive lesson, that the problem be made clear.  So long as children indulge in random guesses as to the process which is involved in the solution of a problem in arithmetic, or the principle which is to be invoked in science, or the rule which is to be called to mind in explaining a grammatical construction, we may take it for granted that they have no very clear conception of the process through which they must pass, nor of the issues which are involved.  In the search for the generalization or principle which will explain the problem, a process of acceptance and rejection is involved.  It helps children to state definitely, with respect to a problem