_In the average class room of the day the inductive FORM prevails but the SPIRIT is not in evidence._ Like a wolf in sheep’s clothing induction has entered the class room to devour that primal force in the child’s make-up, which has raised his race above his simian ancestors. Our class room methods, being inductive in form but deductive in spirit, may train the youngster to be a _camp follower_ but never a _leader_ in thought and action. The call of the day is for more initiative; for more originality; for more individuality; for more enthusiasm. There is too much form without the spirit; so much that bespeaks system and refinement without those native impulses and native abilities which mark one child from another. Like the books of a library our children are classified and labeled, and when more come in the others are dusted and placed on the next higher shelf. How many more centuries must we wait before the schools will adopt, in spirit as well as in form, the pedagogical principles of life? Will the time ever come when it may be said _that all our leaders in thought and action are college graduates_? =7. AS A METHOD OF INSTRUCTION DEDUCTION IS SUPERIOR TO INDUCTION.= The inductive method is pre-eminently the method of the discoverer only when it involves both the _form_, which he follows, and the _spirit_, which he evinces. The so-called method of the school room is _inductive in form_, as the procedure is from particular facts to general truths; but _deductive in spirit_, as it is used to _impart_ knowledge. If it were inductive in spirit, the child would be allowed to _acquire knowledge entirely through his own initiative_. Deduction is the method of _instruction_, whereas induction is the method of _discovery_. That the child of the school is _instructed_ or better “deducted” and _not generally allowed to discover_, is a situation so apparent that we need not labor the point further. Because the inductive process has been made a method of instruction, it has been robbed of its chief advantage over deduction. Indeed, as a method of instruction, deduction is really the superior method. It requires less time, demands greater concentration, often arouses more interest, and creates situations which are less involved. =8. CONQUEST NOT KNOWLEDGE THE DESIDERATUM.=