The same putting the cart before the horse, the product before the process, is found in that overconscious formulation of methods of procedure so current in elementary instruction. (See p. 60.) The method that is employed in discovery, in reflective inquiry, cannot possibly be identified with the method that emerges _after_ the discovery is made. In the genuine operation of inference, the mind is in the attitude of _search_, of _hunting_, of _projection_, of _trying this and that_; when the conclusion is reached, the search is at an end. The Greeks used to discuss: "How is learning (or inquiry) possible? For either we know already what we are after, and then we do not learn or inquire; or we do not know, and then we cannot inquire, for we do not know what to look for." The dilemma is at least suggestive, for it points to the true alternative: the use in inquiry of doubt, of tentative suggestion, of experimentation. After we have reached the conclusion, a reconsideration of the steps of the process to see what is helpful, what is harmful, what is merely useless, will assist in dealing more promptly and efficaciously with analogous problems in the future. In this way, more or less explicit method is gradually built up. (Compare the earlier discussion on p. 62 of the psychological and the logical.) [Sidenote: Method comes before its formulation] It is, however, a common assumption that unless the pupil from the outset _consciously recognizes and explicitly states_ the method logically implied in the result he is to reach, he will have _no_ method, and his mind will work confusedly or anarchically; while if he accompanies his performance with conscious statement of some form of procedure (outline, topical analysis, list of headings and subheadings, uniform formula) his mind is safeguarded and strengthened. As a matter of fact, the development of _an unconscious logical attitude and habit_ must come first. A conscious setting forth of the method logically adapted for reaching an end is possible only after the result has first been reached by more unconscious and tentative methods, while it is valuable only when a review of the method that achieved success in a given case will throw light upon a new, similar case. The ability to fasten upon and single out (abstract, analyze) those features of one experience which are logically best is hindered by premature insistence upon their explicit formulation. It is repeated use that gives a _method_ definiteness; and given this definiteness, precipitation into formulated statement should follow naturally. But because teachers find that the things which they themselves best understand are marked off and defined in clear-cut ways, our schoolrooms are pervaded with the superstition that children are to begin with already crystallized formulæ of method. [Sidenote: Judgment reveals the bearing or significance of facts: synthesis]