In all of the work which involves thinking, it is of the utmost importance that we preserve upon the part of pupils, in so far as it is possible, an open-minded attitude. It is well to have children in the habit of saying with respect to their conclusions that in so far as they have the evidence, this or that conclusion seems to be justified. It may even be well to have them reach the conclusion in some parts of their work that there are not sufficient data available upon which to base a generalization, or that certain principles which are accepted as valid by some thinkers are questioned by others, and that the conclusions which are based upon principles which are not commonly accepted must always be stated by saying: it follows, if you accept a particular principle, that this particular conclusion will hold. We need more and more to encourage the habit of independent work. We must hope as children pass through our school system that they will grow more and more independent in their statement of conclusions and of beliefs. We can never expect that boys and girls, or men and women, will reach conclusions on all of the questions which are of importance to them, but it ought to be possible, especially for those of more than usual capacity, to distinguish between the conclusions of a scientific investigation and the statements of a demagogue. The use of whatever capacity for independent thought which children possess should result in the development of a group of open-minded, inquiring, investigating boys and girls, eager and willing in confronting their common community problems to do their own thinking, or to be guided by those who present conclusions which are recognized as valid. They should learn to act in accordance with well-established conclusions, even though they may have to break with the traditions or superstitions which have operated to interfere with the development of the social welfare of the group with which they are associated. QUESTIONS 1. How do children (and adults) most frequently solve their problems? 2. Under what conditions do children think and yet reach wrong conclusions? Give examples. 3. Can first-grade children think? Give examples which prove your contention. 4. What are the important elements to be found in all thinking? 5. Show how these elements may be involved in a first-grade lesson in nature study. In an eighth-grade lesson in geography. In the teaching of any high school subject. 6. When may habit formation involve thinking? Memorization? 7. Give five examples of problems which you believe will challenge the brightest pupils in your class. Which would seem real and worth solving to the duller members of the group? 8. How may the analysis of such ideas as come to mind, and the abstraction of the part which is valuable for the solution of a particular problem, be facilitated? 9. How do you distinguish between thinking and reasoning?