In this sense, the word _logical_ is synonymous with wide-awake, thorough, and careful reflection--thought in its best sense (_ante_, p. 5). Reflection is turning a topic over in various aspects and in various lights so that nothing significant about it shall be overlooked--almost as one might turn a stone over to see what its hidden side is like or what is covered by it. _Thoughtfulness_ means, practically, the same thing as careful attention; to give our mind to a subject is to give heed to it, to take pains with it. In speaking of reflection, we naturally use the words _weigh_, _ponder_, _deliberate_--terms implying a certain delicate and scrupulous balancing of things against one another. Closely related names are _scrutiny_, _examination_, _consideration_, _inspection_--terms which imply close and careful vision. Again, to think is to relate things to one another definitely, to "put two and two together" as we say. Analogy with the accuracy and definiteness of mathematical combinations gives us such expressions as _calculate_, _reckon_, _account for_; and even _reason_ itself--_ratio_. Caution, carefulness, thoroughness, definiteness, exactness, orderliness, methodic arrangement, are, then, the traits by which we mark off the logical from what is random and casual on one side, and from what is academic and formal on the other. [Sidenote: Whole object of intellectual education is formation of logical disposition] [Sidenote: False opposition of the logical and psychological] No argument is needed to point out that the educator is concerned with the logical in its practical and vital sense. Argument is perhaps needed to show that the _intellectual_ (as distinct from the _moral_) _end of education is entirely and only the logical in this sense_; _namely, the formation of careful, alert, and thorough habits of thinking_. The chief difficulty in the way of recognition of this principle is a false conception of the relation between the psychological tendencies of an individual and his logical achievements. If it be assumed--as it is so frequently--that these have, intrinsically, nothing to do with each other, then logical training is inevitably regarded as something foreign and extraneous, something to be ingrafted upon the individual from without, so that it is absurd to identify the object of education with the development of logical power. [Sidenote: Opposing the _natural_ to the logical]