Research in Education

Abstract

PROF. ARMSTRONG'S trenchant indictment of the present methods of teaching science, is a little too much akin to Carlyle's fulminations against things in general—destructive but not constructive. Probably all good teachers are agreed upon the pernicious futility of the text-book and lecture-room cram system, and are in thorough accord as to the educational value of practical work; and are waiting only to learn or discover the best system of employing it. To this end destructive criticism helps but little. What is wanted is some definite scheme of work constructed by masters of practical instruction. Prof. Armstrong does certainly advocate what may be termed the “research method”: but it does not elucidate the question much, for it is difficult to understand how far he would extend this method. Would he, for instance, never mention Dalton's laws to students until, by a series of analyses, they were in a position to discover them for themselves? Or in the case of specific heat, how much information should be given before the beginners are set to investigate the phenomena alone? There are two ways of learning practically physical and chemical truths, either by repeating methods which have been explained and demonstrated, and then verifying each step by actual contact with real objects, and so acquiring real knowledge of fact and the application of theory, or by struggling to the truth by a process of trial and error. That the latter process, when successful, is the more stimulating to the intellect may be admitted, but that it is practically possible must be doubted. In introducing any new subject to the mind, surely broad outlines should be given first, and details filled in afterwards; observation requires teaching as much as any other faculty. Tyndall tells this story of Faraday. As Tyndall was about to show the latter an experiment, Faraday laid his hand on his shoulder and said, “Wait a minute; what am I to look for?” The application is plain—even Faraday felt the advantage of having the observer fore-armed.