L.— EDUCATIONAL SCIENCE 215 



waste so much time breaking test-tubes ? Of what use are balances and 

 thermometers for boys who will only need a gentleman's knowledge of 

 the sciences ? 



Every young teacher, no matter what his training, tends to revert to 

 the methods practised upon himself at school. If a science teacher, he 

 may find himself confronted with the demand for an annual list of successes, 

 no time for preparation, and a starved laboratory ; under such circum- 

 stances the text-book and didactic instruction becomes a substitute for 

 real teaching. 



Natural Method. — I have used the term natural method in contra- 

 distinction to didactic instruction. It is the method employed by every 

 teacher worthy of the name in much of his daily practice. As far as the 

 schoolroom will permit, it approaches the method by which we acquire 

 knowledge in the world outside, and is applicable wherever we have a 

 foundation of knowledge or experience upon which to build. It is 

 natural method because its aim is to cultivate and satisfy the natural 

 curiosity in young people about the happenings in the wonderful world 

 in which they find themselves. It implies that children are encouraged 

 to think for themselves, to express themselves, and are given ample 

 opportunity to do so. Their irresponsible activities are gradually and 

 carefully directed to inquiries into definite problems within their powers 

 of comprehension. Lessons are conversational and argumentative, but 

 need not exclude didactic statements where such are necessary to add 

 interest and to make progress. The teacher is the leader, not the 

 driver ; upon his direction, wide knowledge and inspiration success 

 depends. 



By these platitudes I run the risk of wearying you ; these principles in 

 theory are almost universally accepted ; in practice we find them to a 

 large extent ignored to-day. 



Heuristic Method. — You will say that natural method as here defined 

 is but thinly disguised Heuristic Method first suggested by Prof. 

 Meiklejohn in connection with the teaching of English. I have avoided 

 the term because it has in these countries become associated with much 

 intemperate controversy and destructive criticism. Its opponents have 

 set up their own definition in the most absurd terms, and its exponents 

 have sometimes allowed the method to submerge its aim. 



Heuristic Method as defined by Prof. Armstrong in the many valu- 

 able constructive schemes of work which he has published from time 

 to time has passed beyond the stage of controversy. It is accepted as an 

 essential component of science teaching by thoughtful teachers in every 

 country to which my inquiries have extended. Is there, in fact, any 

 alternative method ? Although applicable to many subjects, it is so 

 specially adaptable to natural knowledge that it has become associated 

 almost exclusively with science teaching. 



Prof. H. E. Armstrong. — One name beyond others stands out as its 

 advocate wherever science is taught — Prof. Henry E. Armstrong — 

 originator of this Section of the Association. To his advocacy of training 

 in scientific method the advancement of science in schools owes whatever 

 progress has been made. His trenchant criticism has been supplemented 



