The Hawaiian gazette., 1896-05-22

ing was read by John BUSH, principal
of Kilauea School, at the February
meeting of the Kauai Teachers Assici-
alton:
l propose, in the first place, to define
tbe terms induction and deduction, as
applied to the pursuit OF knowleoge,
and then give very brlef HISTORICAL
account of the manner IN Wnlcn the
terms have arisen, and then proceed to
contrast the two methods of teaching,
as understood by the inductive and de-
ductive.
First-Induction When facts are
discovered and put together and from
them differences are drawn, either OIL
other particular facts yet unknown OF
of general truths to which all the oe-
tails have relation, such inference Is
termed induction.
On the other hand, our knowledge OF
+be world and of life is not wholly de-
nendent on discovery of individual 1acts
and differences drawn by lnductlon Irom
them: a long history of such INFER
ences has developed in US an insight
for general conclusions, for truths
which though the result of induction,
are accepted as beyond the need or that
nrocess for confrmation-trut Whlcn
our long experience of them has maze
practically self-evident. When one OF
these general truths is made the basis
of an argument, and from 1t is inferred
another truth, the process is termed
deduction. Briefly, when by observation
of individual facts we arrive at general
conclusions, we proceed by induction,
and when we apply a general statement
To particular instances we use deduc-
ton.
It may readily be seen from the deli
milton of these two terms that all IN the
nursuit of knowledge and the investi-
cation of science must proceed in the
first instance by induction, not by de-
duction.
Francis Bacon, who lived from 1861
to 1927. was the first who placed ac-
curately before the world the phlloso-
phv. the importance, the method ana
the extensive application OF the IN
ductiye method He enunciated Two
great truths-that mans knowledge OF
external things is founded on observa-
tion. and that true science requires the
harmonious working of all his powers.
Previous to the time of Bacon the
methods of investigating truth were
the sophistical and the empirical land
the superstitious). In sophistical meth
dds experience was but partially con-
suited as in the scientific treatises OF
Aristotle. its place being supplied by
a verbal logic drawn from the phlloso-
phy of language In empirical methods
science was founded on a hasty gener-
alization of facts, as in the reasonlngs
of Kepler.
In place of these methods, Francis
Bacon put forth the inductive method,
and hence he is (rightly) regarded as
the father of experimental science.
The first practical effect of Bacon's
writings was produced in the depart
ment of physics, but it is also MAINTAIN
ed by many that modern psychology
owes much of its progress directly or
indirectly to his writings. 1t was not
however, until the time of Pestalozzl
that the inductive method was applied
to the instruction Of the young.
Pestalozzi, who was born eleven years
after the death of Bacon, was the p1on-
eer who broke new ground in element
airy instruction, and led the way from
mechanical abstract methods OF teach
ing to those which are more natural
and psychological.
He laid down the principle that all
mathematical knowledge is founded on
immediate observation, and therefore
we must proceed from the concrete to
the abstract by means of numerous ex-
amples. This educational truth was not
only of vast importance to pupils in
schools, but it opened up to teachers
the psychological principles of all peda-
gogues.
Previous to the time of PestaloZzi,
pupils at the commencement of sub
ject were confronted by a formidable
array of cancellations and definitions
which tended to discourage and confuse
them at the outset.
AS the 18th of this month is the 150th
anniversary of the birth of this great
educational reformer, take this oppor-
tunity of paying this tribute to the
memory of him who introduced the in
ductive method of teaching,
Now, have hitherto said so much in
praise Oh the l0QuCllfo mctuOu, IL hoy
be thought that the deductive is of very
little value; but 1 wish to point out
that the deductive method is also of
value if used judiciously. Both the
methods are right and necessary in
their proper place; they are parts of
one whole, related to each other as ante
cedent and consequent.
The observation of particulars is an
incomplete process unless in the appli-
cation of general principles, but the
application of such principles must be
feeble and unreal unless founded on
previous observation of particulars
Generally speaking, the teacher will
find the inductive procedure suitable
for young pupils at the commencement
of subject, and the deductive to those
who are well advanced in that particu-
lar subject
Thus he will always have occasion
for both, since there will always be