532 REroKTS ON the state of science. 



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j^o 16. — 'Heuristic method is excellent where boys are few, young, 

 ignorant of science, and it is possible to have the " sets " move up the 

 school together for two years. It breaks down when revising for 

 examination purposes.' 



Nos. 17 and 20. — 'Employ "problem " and "subject" methods simul- 

 taneously ; infuse the first method with the spirit of the second.' 



No. 22. — ' For larger classes even I should prefer the problem- 

 method.' 



No. 23. — ' Country schools should base curriculum on rural economy 

 and agricultural science, all science " subjects " being drawn upon as 

 required ; but it is very difficult to obtain assistant masters capable of 

 using the method.' 



]S;^o. 24. — ' Problem methods tried vrith success for boys not entering 

 for examinations. Systematic chemistry is a poor school subject. . . . 

 Heuristic method takes too long. The standard of scholarship exami- 

 nations and the rigidity of pass examination methods and subjects are a 

 curse which prevents one adopting ideal methods.' 



No. 25. 'I much prefer the subject method. . . . More interesting 

 to the student.' 



No. 26. — ' Have had nine years' experience of problem-methods and 

 nine years' previously of subject-methods, and consider that there is no 

 comparison as to the superiority of the problem — i.e., heuristic method. . . . 

 It gives a better insight into the way in which knowledge is and has been 

 srained.' 



No. 41. — 'Boys are too slipshod in their mode of thought; since it is 

 my chief concern to teach them to concentrate their minds, I prefer the 

 subject-method.' 



No. 42. — ' Problem method requires smaller classes, better equipment, 

 more laboratory assistants than most schools can command. . . . Problem 

 work cannot be properly examined, and home-work is difficult to arrange ; 

 a very high class of teacher is required.' 



No. 4.5. — 'The subject-method is preferable for comparatively advanced 

 students, the problem method for beginners.' 



An inspector of secondary schools writes : ' It is very rare to find 

 that the result of the teaching is to lead boys to work on their own 

 initiative. Even in schools where the heuristic method is most success- 

 fully taught, it is rare to find boys who can apply the methods learnt in 

 previous problems to a new question, even of a related kind.' 



A head master writes : 'Subject-method prefei-able for public school 

 boys. Problem -methods only suited to those who are intensely in- 

 terested. I consider that those who emphasise the heuristic method 

 have bad little experience in teaching discipline, which is essential to 

 learning.' 



Sir William Iluggins writes : ' It would seem to me, on general 

 grounds, that in the junior classes the first elements of natural science as 

 a tvhole, in a broad way (including mechanics, heat, light, chemistry, 

 electricity, and geology), should be taught by the " subject-method," to 

 be followed later by the judicious addition of the "problem method " in 

 the subsequent study of each science.' 



Professor H. A. Miers writes : ' I think that for the more advanced 

 boys it is most desirable that all the science subjects should assist one 

 another, that problems should be discussed which involve an acquaintance 

 with more than one science, and that the tendency to divide science up 



