Today,the students of the 5th and 6th grades at Clear Spring finished the scroll sawing of their Pangaea puzzles. Some had followed instructions to the letter, some had not. Some, listening more closely to instruction, had better success in the development of the finished object. As a teacher, it makes it easier when they listen. But the learning may be better when they don't. In the Manual Arts by Charles A. Bennett, he quotes Charles Bird, Supervisor of Manual Training in Leicester, England, on the Discovery Method or "heuristic" learning:

It will hardly be denied that the normal child possesses in a marked degree such characteristics as curiosity, inquisitiveness, a love of prying into things, of questioning and doubting, which are frequently amusing and sometimes embarrassing. Of his originality, adaptability, resourcefulness, and independence there can be no possible doubt. It is these characteristics, so preeminent in their importance as assets in after life, which a reasonable system of educational handwork can stimulate and strengthen. It is greatly to be feared these characteristics have not been strengthened by rather weakened by the educational method of the past.

For this purpose the children must be allowed to depend upon their own thought and judgment in doing things. If the work given be interesting in character, and not too difficult for mind and hand to fashion, surely the children may be allowed to exercise their whole powers upon it without let or hindrance; the cause is discoverable, and it is the business of the teacher to see that the children discover it. Let the children see, think and do; later may possibly be the time for explanation, surely not before….

There is a discoverable reason why one method is better than another, if it be better; one tool more adapted to the purpose in hand than another, etc. If we wish the children to develop a reasonable judgment in all things, as we surely do, we must on no account discover for them what they can discover for themselves.

Uniformity of method--- in other words, the teacher’s method--- is not even desirable. What is wanted is that each child find its own method. If the children reveal themselves, the teacher can act from sure knowledge of strengths and weaknesses, of needs and necessities. Other wise if the teacher supplies the method, the children are robbed of their natural inquisitiveness and curiosity, and may become mere storehouses of dead information. A little patience and a cheerful manner are all that are required to bring out the innate courage and capacity of the children, and cause them to attack their work with an intelligence, a vim and a vigor delightful to observe.