  1. THOUGHT IS KING.“Our habits make or unmake us.” “In a thoughtless hour a groove is imbedded in the nerve substance, and thereafter, nine-tenths of the life flows through that groove.” Habit is, indeed, a most powerful and a most tyrannical master; and yet it has come within the observation and even the experience of many, that thought is even more masterful than habit. Appearing at the psychological moment and in a pedagogical way, a thought may be made to possess the mind with force sufficient to break almost any habit. From an ethical point of view, the exceptions to this are due to an inability to arouse thought of sufficient strength. Moreover, mental reactions which result in habit are originally brought about through some thought process. Speaking in general terms, it may be affirmed that thought makes habit and if sufficiently strong breaks habit. That our habits make or unmake us may be true, but is it not likewise true that our thoughts make or unmake our habits? Thought is king; thought has made man king of the animal kingdom, and if thought has figured so largely in the evolution of the human animal in past ages, may we not assume that it will sway the future ages in like manner? Thought is a product of the class room. Here thoughts which make habits, and thoughts which break 2. SPECIAL FUNCTION OF INDUCTION AND DEDUCTION.As commonly treated logic is a regulative subject. This implies the two aspects of direction and correction. Logic directs by means of the laws and forms of thought, and corrects by means of the rules of right thinking. To a certain degree both departments of logic are directive as well as corrective; but it is worthy of remark that inductive logic emphasizes the former, while deductive logic lays stress upon the latter. It is inductive logic which shows how man has acquired new knowledge; inductive logic explains the mode of procedure adopted by the discoverer and the inventor. On the other hand, deductive logic is distinctly a science of criticism. Induction directs to new truth; deduction aims to modify and correct new truth. 3. TWO TYPES OF MIND.Though there are many special forms of thought, yet there are but two general forms; namely, induction and deduction. Inductive thought seeks the new; deductive thought corrects the old. Similarly, there are two types of mind: the inductive type and the deductive type. The former reaches out for new things, the latter is satisfied with ordering the old. In politics the man with the inductive type of mind becomes a “Liberal” or a “Progressive”; 4. TOO MUCH CONSERVATISM IN SCHOOL ROOM.Since the beginning these two mental types have been in evidence—the liberal who wants to do things, and the conservative who wants to weigh things. With the liberal, it is fight whether or no; with the conservative, it is fight provided the enemy is not too formidable. The one dares; the other cautions: both are needed to balance the world. Liberalism and conservatism may be fostered in the school room, and to maintain a true balance each must receive its share of attention. Is such the case? The passing of “district-school-individualism” and the coming of “graded-school-collectism” has transferred the emphasis from liberalism to conservatism—from the inductive type to the deductive type. In this day it seems to be more important to have the child’s work orderly, than to have it original. In the main, examination papers call for correct knowledge and not for thought; in the main, promotions are based on accuracy, not on initiative. The conservative type being in control, the schools are sending out too many “Deductives,” not enough “Inductives.” The world needs more Columbuses and Edisons. 5. THE METHOD OF THE DISCOVERER.A change must come. The methods of instruction are too didactic and not sufficiently inspirational. Greater attention must be given to the spirit of discovery and less to the spirit of correction. The teacher must lead less and follow more; must correct less and suggest more; must tell less and direct more. If we are to give greater attention to the training of discoverers, logic may aid in this crusade by calling attention to the common mode of procedure which the discoverers of the past have adopted. This is a legitimate topic for the logician, since induction, deduction, hypothesis, and proof have ever been common tools in the discoverer’s workshop. With a view to becoming better acquainted with the common mode of procedure of the man who seeks for new truth, let us study two typical instances: (1) The Discovery of Neptune. The discovery of Neptune was a double one. Early in the present century it was found that Uranus was straying widely from his theoretic positions, and the cause of this deviation was for a long time unsuspected. Two astronomers, Adams in England and Leverrier in France, the former in 1843 and the latter in 1845, undertook to find out the cause of this perturbation, on the supposition of an undiscovered planet beyond Uranus. Adams reached his result first, and the English astronomers began to search for the suspected planet with their telescopes, by first making a careful map of all the stars in that part of the sky. But Leverrier, on reaching the conclusion of his search, sent his result to the Berlin observatory, where it chanced that an accurate map had just been formed of all the stars in the suspected region. On comparing this with the sky, the new planet, afterward called Neptune, was at once discovered, 23d September, 1846. (2) Bees are guided in their flight by a knowledge of their surroundings, not by a general sense of direction. “M. Romanes took a score of bees in a box out to sea, where there could be no landmarks to guide the insects home. None of them returned home. Then he liberated a second lot of bees on the seashore and none of these returning, he liberated another lot on the lawn between the shore and the house. None of these returned, although the distance from the lawn to the hive was not more than two hundred yards. Lastly he liberated bees in different parts of the flower garden on either side of the house, and these at once returned to the hive.” (Hibben.) A multiplication of instances would only give stronger evidence to the fact that the mode of procedure adopted by the discoverer and inventor conforms to these three general steps: (1)antecedent facts, (2)forming an hypothesis, (3)verification. It will be to our advantage to study somewhat in detail these three steps. (1) Antecedent facts. In the discovery of Neptune the decisive or crucial fact was the knowledge that Uranus deviated from his true path about the sun. This knowledge was obtained through observation and mathematical calculation. But the hypothesis of the existence of another planet could not have been formed had it not been for the more fundamental facts of inertia, gravitation, falling bodies, etc. For the sake of definiteness antecedent facts may thus be divided into foundation facts and crucial or decisive facts. The latter are an outgrowth of the former. The foundation fact of the second illustration is Romanes’ knowledge of animal instinct; while the crucial fact is, no doubt, the observation that bees fly in a circle before starting for home. In the case of Newton’s discovery of A crucial fact is one which leads immediately to the formation of a reasonable hypothesis. It is not to be inferred from this that the same fact becomes a crucial one to all alike. The falling of the apple was only crucial to a genius like Newton. With the average only extraordinary facts become crucial; but with the genius any ordinary fact may become crucial. Both the scholar and the genius may have the foundation facts, but only the latter may be able to read into a dry fact or event, a new world of truth. (2) Forming an Hypothesis. From the viewpoint of logical correctness, the matter of hypothesis has received due attention in an antecedent chapter; we need now to look at the subject through the eyes of the discoverer, not the logician. The crucial fact at first creates an intellectual perplexity which is accompanied with an uneasy, dissatisfied state of mind. This unsatisfied feeling drives the intellect to protracted thought. As a final result some hypothesis is constructed which seems to explain the crucial fact. Here is where analogy functions in a most vital manner. No hypothesis is forthcoming unless it resembles the crucial fact. It has been remarked elsewhere that analogy is the basic element in the forming of hypotheses. So it transpires, that the protracted thought referred to, is virtually a mental effort to detect significant resemblances between the well known crucial fact, and some hypothetical fact which the (3) Verification. Forming an hypothesis only partly fulfills the demands of an unsatisfied intellect. The true discoverer, being possessed with a passion for truth, seeks for “the truth, the whole truth, and nothing but the truth.” In consequence the hypothesis is subjected to tests which may lead to its confirmation, its rejection, or its modification. The two possible modes of verification are recourse to experience and appeal to reason; or empirical proofs and rational proofs. In the former the hypothesis is compared with facts by means of further observation and experiment. M.Romanes’ experience with the bees is a fair To summarize: The method of the discoverer involves a knowledge of certain fundamental facts; the observation of crucial facts; a mental unrest; the constructing of an hypothesis through analogy; and finally verification by either appeal to experience, or mathematical demonstration. 6. THE REAL INDUCTIVE METHOD OR DISCOVERER’S METHOD NOT IN VOGUE IN CLASS ROOM WORK.It has been remarked elsewhere that there are two general mind types, the liberal and the conservative. Also In the average class room of the day the inductive FORM prevails but the SPIRIT is not in evidence. Like a wolf in sheep’s clothing induction has entered the class room to devour that primal force in the child’s make-up, which has raised his race above his simian ancestors. Our class room methods, being inductive in form but deductive in spirit, may train the youngster to be a camp follower but never a leader in thought and action. The call of the day is for more initiative; for more originality; for more individuality; for more enthusiasm. There is too much form without the spirit; so much that bespeaks system and refinement without those native impulses and native abilities which mark one child from another. Like the books of a library our children are classified and labeled, and when more come in the others are dusted and placed on the next higher shelf. How many more centuries must we wait before the schools will adopt, in spirit as well as in form, the pedagogical principles of life? Will the time ever come when it may be said that all our leaders in thought and action are college graduates? 7. AS A METHOD OF INSTRUCTION DEDUCTION IS SUPERIOR TO INDUCTION.The inductive method is pre-eminently the method of the discoverer only when it involves both the form, which he follows, and the spirit, which he evinces. The so-called Because the inductive process has been made a method of instruction, it has been robbed of its chief advantage over deduction. Indeed, as a method of instruction, deduction is really the superior method. It requires less time, demands greater concentration, often arouses more interest, and creates situations which are less involved. 8. CONQUEST NOT KNOWLEDGE THE DESIDERATUM.In all great inventions, man has taken his cue from nature. In inventing the telescope, his model was the eye; in building his house, his inspiration was the cave. In reality man has accepted nature’s suggestions, and then attempted to improve upon them. In this he has met with success. From the crab apple tree, he has developed the northern spy; from the wild hen which laid 25 eggs a year, he has evolved the modern hen which produces 225 eggs a year. Moreover, man has attained his greatest successes by enlarging upon the thoughts of nature and not by unmixed substitutions. Burbank, through a long process of years, has changed the color of When man commenced to study nature’s mode of education, he saw that fearful sacrifices were entailed, both in time and in energy as well as in life itself; and so he evolved a more economical way of leading the child through the experiences of the race. In consequence, he has developed the present splendid system of education. In the evolution of all great institutions, there are in evidence crucial weaknesses, and in the evolution of man’s educational system it appears that he has erred in adopting nature’s form of education without her spirit of education. In his anxiety to have the young acquire as much as possible, man has overshot nature’s true purpose. For example, the big word in man’s educational system is knowledge; but the big word in nature’s educational system is conquest. Nature gives man knowledge simply to reward him for his effort; but man would give to his fellow the reward without the effort. According to nature, the strongest men are those who overcome most; according to man, the strongest men are those who know most. The common educational principles, such as, “From the concrete to the abstract and from the known to the related unknown,” etc., are interpreted by man from the viewpoint of knowledge; whereas nature would teach that these are a feasible way to develop power—to grow manhood. It is seen that nature uses knowledge only as a means to an end, and therefore when man uses 9. MOTIVATION AS RELATED TO THE SPIRIT OF DISCOVERY.It has been remarked in this chapter, that the “crucial fact” serves to stir the mind of the natural born discoverer to an activity raised to the nth power of effectiveness. Naturally, the intent of such activity is to solve the mysteries which the crucial fact may suggest. This passion of the mind to “know more about it” is appropriately termed “the mental urge.” From the viewpoint of the pedagogue, the “mental urge” is simply an intrinsic interest in the situation at hand; an interest born of an innate or acquired passion to know the truth. With the average child, the “mental urge” is strong only when the situations appeal to some immediate need or vital experience. The attempt to make the school work concrete and vital; to make it answer the child’s natural curiosities and real necessities, is dignified with the name “motivation.” It is obvious that this is a new term for an old condition. To motivate the work, means to give to it an attractiveness which any situation might have for the true born discoverer and inventor. If we would use the discoverer’s method successfully, we must learn the art of motivating the work. This may be accomplished by appealing to the play instincts, to the business instincts, and to the vital interests of every day life. 10. DISCOVERER’S METHOD OR THE REAL INDUCTIVE METHOD ADAPTED TO CLASS ROOM WORK.A revolt has already set in against this insatiate desire to teach knowledge, rather than to teach the child. Many schools are permitting a study of those topics which vitally concern every day life. Less attention is being given to formal discipline, and more attention to self activity. Gradually will the scheme of education be directed toward fitting the school work to the child, rather than fitting the child to the school work. When this new thought in education is fully upon us, then will every device and method be directed toward giving full scope to the spirit of inquiry, which so completely possesses every normal child. It now remains for us to indicate ways in which the spirit of inquiry, or the “discoverer’s method,” may be adapted to school room work. In the first illustration, we shall outline the topic as it is generally given in the average school where attention is paid to development work. This will then be followed by a second outline which may be suggestive of the discoverer’s mode of procedure. First illustration. School Room Method. I. Aim: To teach addition of business fractions. II. Preparation: (Only type examples given).
III. Presentation:
IV. Summary: (1) Only like fractions can be added. (2) Change unlike fractions to like fractions. (3) Add the numerators, placing the sum over the common denominator. V. Application: Examples and problems involving similar and dissimilar fractions. Before undertaking to illustrate the discoverer’s method, it may be well to designate in order the evident steps as they would appear to the pedagogue: (1) Motivate the topic to be presented. (2) Bring to mind appropriate “foundation facts.” (3) Make evident the “crucial fact.” (4) Lead to the forming of an hypothesis through analogy. (5) Afford ample opportunity to prove the hypothesis. Discoverer’s Method Adapted. Lesson Plan. I. Aim: (1) By playing upon the curiosity or by exposing a vital need, create a strong desire to know how to add business fractions. (Motivate the topic.) Curiosity: “We all know what a fraction is and we know, too, how to change fractions to higher or lower Vital need: Discuss with the class the various occupations of life and secure expressions of preference. Some may plan to be real estate agents, others contractors or book keepers, etc. “George, you plan to be a book keeper.” “Let us suppose that Ihave given you the job of book keeper in my factory.” “Show that you are worth your wages by adding these numbers: 1243/4, 6472/3.” “What! can’t do it?” “Then Idon’t want you!” etc. II. Preparation: (2) Bring to the foreground the necessary foundational knowledge. Suggestions:
III. Presentation: (3) Make evident the crucial fact. Suggestions:
(4) Without further suggestion, give the young discoverer suitable opportunity for finding the sum of 3/8 and 1/8. In the act of discovering, an implicit hypothesis takes form in the mind through analogous reasoning. This point marks the climax of the lesson—the supreme moment, when the skill and tact of the teacher is assessed to the limit. Just here the child must have a comfortable environment where perfect concentration is possible. Nothing must be forced; and there should be nothing suggestive of disgrace or shame, if the youthful Columbus is unsuccessful. The first attempt should be without books. If more help is needed, access to books may be given. If the investigation is still without definite result, then as a last resort the teacher may, in the presence of the child, add fractions, solving with deliberation example after example, until the child believes he has discovered the process. (5) Stimulate a desire to verify the facts discovered. Suggestions leading to verification: Afford opportunity for mathematical demonstration. Illustrations: The fractions 1/4 and 3/8 have been added in this way— 1/4 =2/8 3/8 = + 3/8 5/8 Use is now made of the crucial fact, when the example assumes this form— 2 eighths + 3 eighths 5 eighths Or if the class has been trained in the use of the diagram the following may be the form of proof: 1/4 ?????????? Explanation from diagram. Isee that 1/4 equals 2 parts and 3/8 equals 3 parts; the sum of 3 parts and 2 parts are 5 parts. But the name of the part is eighths; hence the answer 5 parts may be written 5 eighths, or 5/8. Thus the final form is 2 parts + 3 parts 5 parts = 5/8 Give opportunity to consult answers in text books as further verification. The summary and application of adding fractions according to the “discoverer’s method,” are virtually the same as the corresponding steps in the “school room method.” Second Illustration of Discoverer’s Method. David P. Page in his Theory and Practice of Teaching well illustrates the discoverer’s method in conducting a general exercise in nature study. We cannot do better than to quote from him: “It is the purpose of the following remarks to give a specimen of the manner of conducting exercises with reference to waking up the mind in the school and also in the district. Let us suppose that the teacher has promised that on the next day, at ten Teacher. “Now, children,” addressing himself to the youngest, “I am going to ask you only one question about this ear of corn. If you can answer it, Ishall be very glad. As soon as Iask the question, those who are under seven years old, and think they can give an answer, may raise their hand. What is this ear of corn for?” Several of the children raise their hands, and the teacher points to one after another in order, and they rise and give their answers. Mary. It is to feed the geese with. John. Yes, and the hens, too, and the pigs. Sarah. My father gives corn to the cows. Laura. It is good to eat. They shell it from the cobs and send it to the mill, and it is ground into meal. They make bread of the meal and we eat it. “I am sorry to tell you that none of you have mentioned the use Iwas thinking of, though, Iconfess, Iexpected it every minute. Ishall now put the ear of corn in my desk, and no one of you must speak to me about it till to-morrow. You may now take your studies.” The consequence of this would be that various families, father, mother and older brothers and sisters, would resolve themselves into a committee of the whole on the ear of corn: and by the next morning several children would have something further to communicate on the subject. The hour would this day be awaited with great interest and the first signal would produce perfect silence. The teacher now takes the ear of corn from the desk and displays it before the school; and quite a number of hands are instantly raised as if eager to be the first to tell what other use they have discovered for it. The teacher now says pleasantly, “The use Iam thinking of you have all observed, Ihave no doubt; it is a very important use, indeed; but as it is a little out of the common course (crucial facts) Ishall not be surprised if you cannot give it. However, you may try.” “It is good to boil,” says little Susan, almost springing from the floor as she speaks. “And it is for squirrels to eat,” says little Samuel. “I saw one carry away a whole mouthful yesterday from the cornfield.” Others still mention other uses. Perhaps, however, none will name the one the teacher has in his own mind; he should cordially welcome the answer if perchance it is given. (Supposing that it has not been given.) “I have told you that the answer I was thinking of was a very simple one; it is something you have all observed and you may be a little disappointed when Itell you. The use Ihave been thinking of for the ear of corn is this: It is to plant. It is for seed, to propagate that species of plant called corn.” (Verification.) Here the children may look disappointed as much as to say, We knew that before. The teacher continues: “And this is a very important use for the corn; for if for one year none should be planted, and all the ears that grew the year before should be consumed, we should have no more corn. The other uses you have named were merely secondary. But Imean to make something more of my ear of corn. My next question is: Do other plants have seed?” Here is a new field of inquiry, etc., etc. From the standpoint of “the greatest amount of knowledge in the shortest possible time,” this mode of presentation consumes an inexcusable amount of time and is, therefore, “impracticable.” But when viewed from the ground of interest, originality, initiative, and conquest—the watchwords of the “new thought in education”; there is no real waste in either time or energy. The spirit and Epitome of Discoverer’s Method, adapted to the class room: (1) Motivate the topic to be presented. (2) Bring to mind, if necessary, the “foundational facts.” (3) Make evident the “crucial fact.” (4) Furnish every opportunity for a first-hand discovery of the “lesson-point” (establishing hypothesis through analogy). (5) Let the hypothesis be verified. The entire situation must be one of freedom, zeal, originality, and initiative. 11. THE QUESTION AND ANSWER METHOD NOT NECESSARILY ONE OF DISCOVERY.No one mode of presentation is more universally used than the “question and answer.” The advantages of this mode are many and the teacher who is an adept in the art of questioning, from the standpoint of knowledge, is generally efficient. The common error, however, incident to much questioning, is that of asking “telling questions.” By the use of such, the class is forced along the desired channel of thought so rigorously as to have a condition where the spirit of inquiry is entirely wanting. It is possible to conform to the rules of good questioning, and yet rob the class of all originality and initiative. From the teacher’s viewpoint, the discoverer’s method demands few questions; it is the method of suggestion rather than 12. OUTLINE.LOGIC IN THE CLASS ROOM. (1) Thought is king. (2) Special functions of induction and deduction. (3) Two types of mind. Inductive or liberal. Deductive or conservative. (4) Too much conservatism in school. (5) The method of the discoverer. Three steps
(6) The real inductive method or Discoverer’s Method not in vogue in class room work. (7) As a method of instruction, deduction is superior to induction. (8) Conquest, not knowledge, the desideratum. (9) Motivation as related to the spirit of discovery. (10) Discoverer’s method or the real inductive method adapted to class room work. School room method. Discoverer’s method. Epitome. (11) Question and answer method not necessarily one of discovery. (1) Thought is king in that it is the ruling factor in the making and breaking of habit. This lends import to logic, which is the science of thought. (2) The chief function of induction is to discover new truth; whereas deduction aims at clarifying and correcting new truth. Inductive logic makes known the special forms of thought which the discoverer uses; while deductive logic tends to show how he verifies the truth thus obtained. (3) Just as there are two general forms of thinking, inductive and deductive; so there are two general types of mind, the inductive and the deductive; the former leads to liberalism, the latter to conservatism. Both types are needed to maintain a safe balance. (4) The schools of the day are emphasizing the deductive phase of work to the sacrifice of the inductive. They are neglecting the Columbuses and the Edisons of the class. The course of study makes for a conservatism, which “nips in the bud” any marked tendency to discover and invent. (5) Logic may aid in the crusade against the ultra conservative tendency of class method, by giving emphasis to the method of the discoverer and inventor. An analysis of this method reveals these three steps: antecedent facts, forming an hypothesis and verification. Antecedent facts may be divided into foundational and crucial. Acrucial fact leads immediately to the formation of the hypothesis; whereas the foundational facts represent that body of knowledge which makes it possible to interpret the crucial fact. The crucial fact creates an unsatisfied state of mind, which, in turn, urges the discoverer to construct some satisfactory hypothesis. Inference by analogy is the process used in such a construction. The two modes of verification are (6) In the class room, induction is used in form, not in spirit; in consequence we are neglecting the generals for the camp followers. (7) The inductive method is logically the method of discovery, while the deductive method is the method of instruction. In the class room, both methods have been devoted to the matter of instruction. Because of this, induction has been robbed of its chief advantage over deduction. (8) Man has attained his greatest success by enlarging upon the thoughts of nature and not by an absolute substitution. In enlarging upon nature’s way of educating the child, man has adopted her form of procedure, but has lost her spirit of work. In his scheme of education, man’s watchword is knowledge, while nature’s is conquest. To seek knowledge without inspiring the spirit of conquest is man’s way; whereas nature’s way is to encourage the spirit of conquest by using knowledge as a reward. Man must co-operate with nature, if the best results are to be secured. (9) In the case of the true discoverer, it is not necessary to endow the object of his thought with added attractiveness; but with the child enthusiasm may need to be stimulated by “motivating” the subject in hand. This may be accomplished by appealing directly to the vital needs, worldly necessities, and innate cravings of the child mind. (10) A revolt is in evidence against that insatiate desire to teach knowledge, which has been so marked in the past. Already schools are introducing departments of work which look toward conquest rather than knowledge. When adapted to the school room the discoverer’s method naturally resolves itself into these five steps: (1) “Motivate” the topic for presentation. (2) Bring to mind “foundational facts.” (3) Vividly make evident the “crucial fact.” (4) Lead to discovery of “lesson-point.” (5) Afford opportunity for verification. (11) The question and answer method of presenting work, As a matter of affording opportunity for the development of the spirit of discovery, there are three modes of presentation which may be arranged in a progressive series: (1) The lecture mode in which there is little opportunity for discovery. (2) The question and answer mode which permits some opportunity for discovery. (3) The mode by suggestion which permits ample opportunity for discovery. 14. REVIEW QUESTIONS.(1) Show that thought may be made to make and break habit. (2) “Induction directs to new truth, deduction aims to modify and correct new truth.” Explain and illustrate this. (3) Relate radicalism and conservatism to induction and deduction. (4) Show that in the present day school situations, the spirit of deduction prevails. (5) Describe a discovery which is a typical illustration of the discoverer’s method. (6) Indicate with explanation the general steps in the discoverer’s method. (7) Show by illustration the difference between “foundational facts” and “crucial facts.” (8) Explain how the “crucial fact” leads to the construction of an hypothesis. (9) Explain and illustrate the two ways of verification. (10) Distinguish between the inductive method as it is used in the class room, and the inductive method as used by the discoverer. (11) Show that in his inventions, man enlarges upon the thoughts of nature. (12) Explain “motivation” and show that it is a new name for an old situation. (13) In adapting the discoverer’s method to class work, what are the successive steps to be followed? (14) Show by illustration that the question and answer method is not necessarily one which encourages the spirit of discovery. 15. QUESTIONS FOR ORIGINAL THOUGHT AND INVESTIGATION.(1) “Our pet thoughts control us.” Discuss this. (2) Select some class room experience for the purpose of showing that induction is especially directive in nature, whereas deduction is more or less corrective in nature. (3) “There are just two kinds of people in the world, the Inductives and the Deductives.” Explain. (4) Are the schools sending out too many Deductives? Argue the question. (5) “It is the business of the teacher to teach himself out of the business.” Explain. (6) Look up the discovery of the laws of the pendulum, with a view of showing that the event well illustrates the fact of the three general steps in the discoverer’s method. (7) “With the average, only extraordinary facts become crucial; but with the genius any ordinary fact may become crucial.” Make this clear. (8) Explain “mental urge.” Illustrate. (9) Illustrate “empirical proof,” also “rational proof.” (10) Show by illustration that the inductive method as used in the class room, falls far short of being the method of the discoverer. (11) Indicate by citing historical examples, that conquest rather than knowledge makes for manhood. (12) Show how you would motivate a topic in geography. (13) Outline a plan for teaching some topic in nature according to the discoverer’s method. (14) Select a topic in arithmetic, for the purpose of giving a comparative illustration of the “question and answer mode” of presentation, and the “mode by suggestion.” | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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