(d) These currents of air are travelling from a region of less motion to a region of greater motion, and have a tendency to lag behind the earth's motion as they approach the equator.
(e) Hence they will seem to blow in a direction contrary to the earth's rotation, namely, towards the west.
(f) These two movements, towards the equator and towards the west, combine to give the currents of air a direction towards the south-west north of the equator, and towards the north-west south of the equator.
4. Verification:
Read the geography text to see if our inferences are correct.
THE DEVELOPMENT OF GENERAL KNOWLEDGE
The Conceptual Lesson.—As an example of a lesson involving a process of conception, or classification, may be taken one in which the pupil might gain the class notion noun. The pupil would first be presented with particular examples through sentences containing such words as John, Mary, Toronto, desk, boy, etc. Thereupon the pupil is led to examine these in order, noting certain characteristics in each. Examining the word John, for instance, he notes that it is a word; that it is used to name and also, perhaps, that it names a person, and is written with a capital letter. Of the word Toronto, he may note much the same except that it names a place; of the word desk, he may note especially that it is used to name a thing and is written without a capital letter. By comparing any and all the qualities thus noted, he is supposed, finally, by noting what characteristics are common to all, to form a notion of a class of words used to name.
The Inductive Lesson.—To exemplify an inductive lesson, there may be noted the process of learning the rule that to multiply the numerator and denominator of any fraction by the same number does not alter the value of the fraction.
Conversion of fractions to equivalent fractions with different denominators
The teacher draws on the black-board a series of squares, each representing a square foot. These are divided by vertical lines into a number of equal parts. One or more of these parts are shaded, and pupils are asked to state what fraction of the whole square has been shaded. The same squares are then further divided into smaller equal parts by horizontal lines, and the pupils are led to discover how many of the smaller equal parts are contained in the shaded parts.