(_c_) So soon as I can forget others and myself and can take the objective, or the problem attitude, the chances of efficient action are greatly increased. I find it relatively easy <p 281> to assume this attitude when I feel that I stand on my own responsibility; that the problem cannot possibly be referred to any higher authority, but that the solution depends upon me alone. My chances of solving the problem would be much reduced, if it were proposed to me at a time when I felt domineered by a superior, or when I felt that he knew much more about it and could settle it much more easily and surely than I. If the problem demanded previous experience and the possession of knowledge which I did not possess, it would be likely to make me self-conscious and hence incapable of utilizing even the experience and the knowledge that I do possess. Past success, the possession of wide experience, and technical instruction keep me from assuming the self-attentive attitude and enable me to take the problem or objective attitude. This is the only attitude consistent with improved form of thought or action, and hence is the attitude essential for valuable experience. 4. That experience is the most valuable that is acquired in dealing with conditions similar <p 282> to those in connection with which improvement is sought. Experience in wood-chopping makes one a better chopper but does not necessarily increase his skill in sawing wood. Experience in bookkeeping increases one's ability in that particular, but does not appreciably increase his ability to handle men. Speed and accuracy of judgment secured in inspecting one sort of goods cannot be depended upon, if a different sort of goods is to be inspected. The experience secured in responding to one situation will be valuable in responding to a similar situation because of the three following facts:-- (_a_) Two similar conditions may secure identical factors in our activity. Thus school life and the executive's work secure such identical activities as are involved in reading, in writing, or in arithmetic, and so forth, whether accomplished in the schoolroom or the office. (_b_) The method developed in one experience may be applied equally well to another activity. In connection with a course in college, a student may acquire a scientific method of <p 283> procedure. At a later time he may (or he may not) apply this same method to the problems arising in his business or industrial life. (_c_) Ideals developed in one experience may be projected into other experiences. If the ideals of promptness, neatness, accuracy, and honesty are developed in one relationship of life, the probabilities are somewhat increased that the same ideals will be applied to all experiences. Provided that the four general conditions discussed are secured, we then have the more specific and important question to ask:-- WHAT EXPERIENCES ARE THE MOST VALUABLE?