[172] _Op. cit._, p. 489. CHAPTER VI "STUDIES IN LOGICAL THEORY" In 1903 a volume entitled _Studies in Logical Theory_, consisting of essays on logical topics by Dewey and his colleagues and pupils, was published under the auspices of the University of Chicago. In a review of this volume, Professor Pringle-Pattison remarks: "It is, indeed, most unusual to find a series of philosophical papers by different writers in which (without repetition or duplication) there is so much unity in the point of view and harmony in results. That this is so is a striking evidence of the moulding influence of Professor Dewey upon his pupils and coadjutors in the Chicago School of Philosophy."[173] It would be a needless task to review the whole volume, and attention will be confined to the essays which constitute Dewey's special contribution to the undertaking. These constitute the first four chapters of the volume, and are devoted to a critical examination of Lotze's logic.[174] Here, for the first time, Dewey presents in complete form the logical theory which stands as the goal of his previous endeavors, and marks the beginning of his career as a pragmatist.[175] The first chapter of the "Studies" is devoted to a general consideration of the nature of logical theory. Dewey begins his discussion with an account of the naive view of thought, the view of the man of affairs or of the scientist, who employs ideas and reflection but has never become critical of his mental processes; who has never reflected upon reflection. "If we were to ask," he says, "the thinking of naive life to present, with a minimum of theoretical elaboration, its conception of its own practice, we should get an answer running not unlike this: Thinking is a kind of activity which we perform at specific need, just as at other need we engage in other sorts of activity."[176] While the standpoint of the naive man is usually hard to determine, there appears to be considerable justification for Dewey's statement. The common man does tend to view thinking as a special kind of activity, performed by an organ which can be 'trained,' and he is inclined to speak of education as a process of 'training the mind.'[177]