Doubtless the chief meaning associated with the word _instruction_ is this conveying and instilling of the results of the observations and inferences of others. Doubtless the undue prominence in education of the ideal of amassing information (_ante_, p. 52) has its source in the prominence of the learning of other persons. The problem then is how to convert it into an intellectual asset. In logical terms, the material supplied from the experience of others is _testimony_: that is to say, _evidence_ submitted by others to be employed by one's own judgment in reaching a conclusion. How shall we treat the subject-matter supplied by text-book and teacher so that it shall rank as material for reflective inquiry, not as ready-made intellectual pabulum to be accepted and swallowed just as supplied by the store? [Sidenote: Communication by others should not encroach on observation,] In reply to this question, we may say (_i_) that the communication of material should be _needed_. That is to say, it should be such as cannot readily be attained by personal observation. For teacher or book to cram pupils with facts which, with little more trouble, they could discover by direct inquiry is to violate their intellectual integrity by cultivating mental servility. This does not mean that the material supplied through communication of others should be meager or scanty. With the utmost range of the senses, the world of nature and history stretches out almost infinitely beyond. But the fields within which direct observation is feasible should be carefully chosen and sacredly protected. [Sidenote: should not be dogmatic in tone,] (_ii_) Material should be supplied by way of stimulus, not with dogmatic finality and rigidity. When pupils get the notion that any field of study has been definitely surveyed, that knowledge about it is exhaustive and final, they may continue docile pupils, but they cease to be students. All thinking whatsoever--so be it _is_ thinking--contains a phase of originality. This originality does not imply that the student's conclusion varies from the conclusions of others, much less that it is a radically novel conclusion. His originality is not incompatible with large use of materials and suggestions contributed by others. Originality means personal interest in the question, personal initiative in turning over the suggestions furnished by others, and sincerity in following them out to a tested conclusion. Literally, the phrase "Think for yourself" is tautological; any thinking is thinking for one's self. [Sidenote: should have relation to a personal problem,]