It has been remarked in this chapter, that the “crucial fact” serves to stir the mind of the natural born discoverer to an activity raised to the nth power of effectiveness. Naturally, the intent of such activity is to _solve the mysteries_ which the crucial fact may suggest. This passion of the mind to “know more about it” is appropriately termed “the mental urge.” From the viewpoint of the pedagogue, the “mental urge” is simply an intrinsic interest in the situation at hand; an interest born of an innate or acquired passion to know the truth. With the average child, the “mental urge” is strong only when the situations appeal to some immediate need or vital experience. The attempt to make the school work concrete and vital; to make it answer the child’s natural curiosities and real necessities, is dignified with the name “_motivation_.” It is obvious that this is a new term for an old condition. To motivate the work, means to give to it an attractiveness which _any_ situation might have for the true born discoverer and inventor. _If we would use the discoverer’s method successfully, we must learn the art of motivating the work._ This may be accomplished by appealing to the play instincts, to the business instincts, and to the vital interests of every day life. =10. DISCOVERER’S METHOD OR THE REAL INDUCTIVE METHOD ADAPTED TO CLASS ROOM WORK.= A revolt has already set in against this insatiate desire to teach _knowledge_, rather than to teach the _child_. Many schools are permitting a study of those topics which vitally concern every day life. Less attention is being given to formal discipline, and more attention to self activity. Gradually will the scheme of education be directed toward fitting the school work to the child, rather than fitting the child to the school work. When this new thought in education is fully upon us, then will every device and method be directed toward giving full scope to the _spirit of inquiry_, which so completely possesses every normal child. It now remains for us to indicate ways in which the spirit of inquiry, or the “discoverer’s method,” may be adapted to school room work. In the first illustration, we shall outline the topic as it is generally given in the average school where attention is paid to development work. This will then be followed by a second outline which may be suggestive of the discoverer’s mode of procedure. First illustration. _School Room Method._ I. Aim: To teach addition of business fractions. II. Preparation: (Only type examples given). (1) (2) (3) 3 bushels 3 parts Rule: Only like numbers + 5 bushels + 5 parts can be added. ――――――――――― ――――――――― 8 bushels 8 parts III. Presentation: