That the situation should be of such a nature as to arouse thinking means of course that it should suggest something to do which is not either routine or capricious--something, in other words, presenting what is new (and hence uncertain or problematic) and yet sufficiently connected with existing habits to call out an effective response. An effective response means one which accomplishes a perceptible result, in distinction from a purely haphazard activity, where the consequences cannot be mentally connected with what is done. The most significant question which can be asked, accordingly, about any situation or experience proposed to induce learning is what quality of problem it involves. At first thought, it might seem as if usual school methods measured well up to the standard here set. The giving of problems, the putting of questions, the assigning of tasks, the magnifying of difficulties, is a large part of school work. But it is indispensable to discriminate between genuine and simulated or mock problems. The following questions may aid in making such discrimination. (a) Is there anything but a problem? Does the question naturally suggest itself within some situation or personal experience? Or is it an aloof thing, a problem only for the purposes of conveying instruction in some school topic? Is it the sort of trying that would arouse observation and engage experimentation outside of school? (b) Is it the pupil's own problem, or is it the teacher's or textbook's problem, made a problem for the pupil only because he cannot get the required mark or be promoted or win the teacher's approval, unless he deals with it? Obviously, these two questions overlap. They are two ways of getting at the same point: Is the experience a personal thing of such a nature as inherently to stimulate and direct observation of the connections involved, and to lead to inference and its testing? Or is it imposed from without, and is the pupil's problem simply to meet the external requirement? Such questions may give us pause in deciding upon the extent to which current practices are adapted to develop reflective habits. The physical equipment and arrangements of the average schoolroom are hostile to the existence of real situations of experience. What is there similar to the conditions of everyday life which will generate difficulties? Almost everything testifies to the great premium put upon listening, reading, and the reproduction of what is told and read. It is hardly possible to overstate the contrast between such conditions and the situations of active contact with things and persons in the home, on the playground, in fulfilling of ordinary responsibilities of life. Much of it is not even comparable with the questions which may arise in the mind of a boy or girl in conversing with others or in reading books outside of the school. No one has ever explained why children are so full of questions