ILLUSTRATIONS OF THE THINKING PROCESS:
(1) The child is unable to explain the meaning of “hocus-pocus” as it occurs in the question, “What hocus-pocus is this?” The child mind is unable to establish any connection between the word and its real meaning. In short, is unable to think into it a meaning; it therefore becomes necessary for the teacher to establish some basis of connection and this he does by suggesting nonsense as a synonym.
(2) The teacher holds before the class an Egyptian house god and asks, “What is it?” After a moment of hesitation some child who has seen pictures of “his satanic majesty” avers that the object is a “little devil.” Thus has a connection been established between the idol and pictures of satan.
(3) John is unable to solve the following problem as he can discern no connection between the data given and the data required. Problem. 3⁄4 of my salary is $900, what is my salary?
Data. Given: 3⁄4 of salary = $900.
Required: 4⁄4 of salary = ?
In order that John may think a solution the teacher must lead him to see some connection between 3⁄4 and 4⁄4. With this in mind the form of the data is changed to
Given: 3-fourths = $900
Required: 4-fourths = ?
or