_Fourth._--It is bad policy to rely exclusively on the purely intellectualistic problems of "How can I do this?" "How can I get the right answer?" "What is the reason for this?" "Is there a better way to do that?" and the like. It is bad policy to supplement these intellectualistic problems by only the remote problems of "How can I be fitted to earn a higher wage?" "How can I make sure of graduating?" "How can I please my parents?" and the like. The purely intellectualistic problems have too weak an appeal for many pupils; the remote problems are weak so long as they are remote and, what is worse, may be deprived of the strength that they would have in due time if we attempt to use them too soon. It is the extreme of bad policy to neglect those personal and practical problems furnished by life outside the class in arithmetic the solution of which can really be furthered by arithmetic then and there. It is good policy to spend time in establishing certain mental sets--stimulating, or even creating, certain needs--setting up problems themselves--when the time so spent brings a sufficient improvement in the quality and quantity of the pupils' interest in arithmetical learning. _Fifth._--It would be still worse policy to rely exclusively on problems arising outside arithmetic. To learn arithmetic is itself a series of problems of intrinsic interest and worth to healthy-minded children. The need for ability to multiply with United States money or to add fractions or to compute percents may be as truly vital and engaging as the need for skill to make a party dress or for money to buy it or for time to play baseball. The intellectualistic needs and problems should be considered along with all others, and given whatever weight their educational value deserves. DIFFICULTY AND SUCCESS AS STIMULI There are certain misconceptions of the doctrine of the problem-attitude. The most noteworthy is that difficulty--temporary failure--an inadequacy of already existing bonds--is the essential and necessary stimulus to thinking and learning. Dewey himself does not, as I understand him, mean this, but he has been interpreted as meaning it by some of his followers.[22] [22] In his _How We Think_. Difficulty--temporary failure, inadequacy of existing bonds--on the contrary does nothing whatsoever in and of itself; and what is done by the annoying lack of success which sometimes accompanies difficulty sometimes hinders thinking and learning.