2 48 THE NA TURE- S TUD V RE VIE W [ 4:8— nov., .908 



of gravity; (3) assistance given the boy in planning a series of 

 experiments which will enable him to answer the question for 

 himself. There is quite general agreement in favor of the third 

 method. 



This brings us to a consideration of the factors concerned in 

 the method of solution of a problem. Prof. DeGarmo says; 

 "There are at least three plainly marked' stages in all educational 

 methods that aspire to scientific completeness. (1) The acquisi- 

 tion of facts by means of authority, observation, or experiment. 

 (2) The determination of the meaning of these facts through the 

 process of reasoning. (3) The development of efficiency in the 

 use of the knowledge so acquired." Our nature-study methods 

 have thus far been based on the first of these stages and attempts 

 have been made to bridge over from this one to the third stage 

 without sufficient consideration of the second. (Incidentally the 

 main discussion concerning the first stage has been centered 

 around the method of securing the facts to the neglect of the 

 question, what facts are needed.) The present status of the 

 nature-study question indicates that we shall find the second 

 stage the foundation on which to build our method. 



The capability of the student should determine the problem. 

 It must be within his range and still not so easy that the answer 

 is self evident. Once the problem is set, there is a definite aim 

 toward which the accumulation of facts is to point. These facts 

 are then acquired with some idea of their immediate use. 



In the determination of the meaning of these facts through 

 some process of reasoning, we find two general methods of pro- 

 cedure. The teacher may carefully explain some general law 

 or principle and, after showing its meaning, lead the student to 

 apply that law or principle to the problem in hand. (A deductive 

 method) . On the other hand he may lead the student to observe 

 the facts, relate them to other experiences, and formulate a 

 general idea. (An inductive process). The several phases of 

 these two methods include the possibilities of method. It is here 

 that the problem of nature-study rests. The method must be 

 progressive along the line of setting and solving problems of 

 nature that constantly appear in the experience of the child. 

 Mere acquisition of facts in any manner whatsoever can never 

 demand more than passing recognition. 



