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. Alsothat the natural method of thought animating the former is inductive; while the natural method of thought of the latter is deductive. The “liberal” is the apostle of new truth; the “conservative” an apostle of safe truth. Both types are needed; the one to balance the other. In consequence both methods are of service in the class room; here each should be given its proportionate place. That this condition does not obtain may not be apparent, since much attention is being given to certain inductive forms, such as “proceeding from the concrete to the abstract,” “from the particular to the general,” “from the known to the related unknown,” etc. Likewise the courses of study and the various text books, claim to advocate the use of the inductive process. Seemingly these facts point toward a very general observance of the inductive tenets. This is true with one vital exception: Induction is the natural method of the discoverer. With it he acquires knowledge; but in the class room induction is used to impart knowledge. In life the discoverer takes the initiative, thinks his own thoughts first hand; but in the school room, above the kindergarten, the child is not allowed to take the initiative, not even in his play. All is planned for him, all doled out, not in the raw, but partially made over. The teacher must impart a certain amount of knowledge in a given time, and consequently she must “set the pace” in this race for second hand facts. To allow the child to lead; to give him the benefit of his own individuality; to permit him to use the God given spirit of discovery which clamors for recognition; would be suicidal according to our present standards. If theplan of the discoverer were followed, the course of study could not be covered; children would fail of promotion; and criticism would be forthcoming from both principal and parent.
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?