V. THE MEANS AND END OF MENTAL TRAINING: THE PSYCHOLOGICAL AND THE LOGICAL 56 PART II LOGICAL CONSIDERATIONS VI. THE ANALYSIS OF A COMPLETE ACT OF THOUGHT 68 VII. SYSTEMATIC INFERENCE: INDUCTION AND DEDUCTION 79 VIII. JUDGMENT: THE INTERPRETATION OF FACTS 101 IX. MEANING: OR CONCEPTIONS AND UNDERSTANDING 116 X. CONCRETE AND ABSTRACT THINKING 135 XI. EMPIRICAL AND SCIENTIFIC THINKING 145 PART III THE TRAINING OF THOUGHT XII. ACTIVITY AND THE TRAINING OF THOUGHT 157 XIII. LANGUAGE AND THE TRAINING OF THOUGHT 170 XIV. OBSERVATION AND INFORMATION IN THE TRAINING OF MIND 188 XV. THE RECITATION AND THE TRAINING OF THOUGHT 201 XVI. SOME GENERAL CONCLUSIONS 214 HOW WE THINK PART ONE: THE PROBLEM OF TRAINING THOUGHT CHAPTER ONE WHAT IS THOUGHT? § 1. _Varied Senses of the Term_ [Sidenote: Four senses of thought, from the wider to the limited] No words are oftener on our lips than _thinking_ and _thought_. So profuse and varied, indeed, is our use of these words that it is not easy to define just what we mean by them. The aim of this chapter is to find a single consistent meaning. Assistance may be had by considering some typical ways in which the terms are employed. In the first place _thought_ is used broadly, not to say loosely. Everything that comes to mind, that "goes through our heads," is called a thought. To think of a thing is just to be conscious of it in any way whatsoever. Second, the term is restricted by excluding whatever is directly presented; we think (or think of) only such things as we do not directly see, hear, smell, or taste. Then, third, the meaning is further limited to beliefs that rest upon some kind of evidence or testimony. Of this third type, two kinds--or, rather, two degrees--must be discriminated. In some cases, a belief is accepted with slight or almost no attempt to state the grounds that support it. In other cases, the ground or basis for a belief is deliberately sought and its adequacy to support the belief examined. This process is called reflective thought; it alone is truly educative in value, and it forms, accordingly, the principal subject of this volume. We shall now briefly describe each of the four senses. [Sidenote: Chance and idle thinking]