146 Second Conference 



heuristic method, that is, the method by which the 

 learner is, so far as possible, allowed to draw his own 

 conclusions and to learn for himself instead of being 

 merely told by the teacher what he is to learn. The 

 extreme advocates of this method contend that it is 

 the method of research, and imply that it should also 

 of necessity be the method of education. I am not 

 prepared to accept the implication, at any rate in its 

 extreme form. I readily admit that the teacher of 

 tact and judgment should give free scope to the child 

 in drawing his own conclusions, and do all in his 

 power to encourage originality. But originality is a 

 rare gift, while imitation is almost universally found 

 in children. And the two have a closer relation 

 than is commonly supposed. So far from being 

 antagonistic, we may even go so far as to say that 

 imitation is one of the surest stepping-stones to 

 originality. Putting aside, perhaps, a few cases of 

 rarest genius, we shall find that most men who have 

 made their mark in letters, art, or science have passed 

 through an imitative phase as a definite stage in their 

 development. We must not carry the heuristic theory 

 to extremes, but must remember how potent is the 

 influence of example, how great is the value of wise 

 demonstration. 



Now, if Nature-study is to be regarded as affording 

 varied material for investigation under skilful guid- 

 ance, and, through practical investigation, for the 

 acquirement of serviceable meaning, it must be 

 regarded surely as of primary importance in the early 

 stages of education for all classes. In the case of chil- 

 dren of the upper and middle classes, whose school life 

 generally begins later than that of the children of the 



