(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.”