B EFORE this unit in the inductive teaching of grammar is presented in detail, a few general remarks seem in order. There is some variation in the understanding of what means and how it can be applied; it would, therefore, be well to clarify this point at the start. Furthermore, the majority of articles dealing with teaching procedures seems to deal with first-year work, especially beginning work. Yet there are myriads of problems in the teaching of more advanced classes, problems which are just as perplexing as those confronting the teacher of a beginning class. Since, in addition to all this, is usually used to refer to the initial treatment of a topic, a unit has been chosen that would normally fall beyond the first year and involves the review of material already covered. In this way, we can observe the use of induction both for review purposes and for the presentation of new material. What, then, is induction? It corresponds in a general way to the procedure outlined in the Herbartian principles of teaching.' It is the process of going from the known to the unknown and from the particular to the general. One of its basic psychological principles is that the pupil will gain most when he himself is most active in the acquisition of knowledge. Under the inductive approach, the teacher's function is less to teach than to help the pupils learn. This is fundamental. Yet, at the same time, it is one of the most difficult things for the experienced teacher to do if he has taught for any length of time in the older sense of the term. It is not a case of the teacher's telling the class about the material or explaining the new grammatical element in advance-as is the usual concept-and it is hard for the teacher to keep himself as much in the background as is desirable. Yet, without the teacher to guide and suggest, the inductive process would fail. So that inductive teaching is still teaching, but in a different sense of the word.