When science teachers pass up the use of an inductive approach in their teaching, they miss a golden opportunity to improve their chances of attaining one of their avowed and highly regarded objectives of science teaching—the development of ability to use the methods of science with an accompanying scientific attitude, and without a loss in the understanding of basic science principles of the ability to apply them in new situations. The following is a brief description of inductive teaching in high school chemistry carried out by the author at the University of Minnesota High School. This article was first published in October, 1953.