Possibly the greatest contribution which a teacher can make to the development of thinking upon the part of children is in discovering to them problems which challenge their attention, the solution of which for them is worth while.  As has already been indicated, an essential element in thinking is constantly to select from among the many associations which may be available that one which will contribute to the particular problem which we have in mind.  The mere grouping of ideas round some topic does not satisfy this requirement, for such a reciting of paragraphs or chapters may amount simply to memorization and nothing more.  If a teacher can in geography or in history send children to their books to find such facts as are available for the solution of a particular problem, she is stimulating thought upon their part, and may at the same time be giving them some command of the technique of inquiry or of investigation.  The class that starts to work, either in the discussion during the recitation period, or when they work at their seats, or at home, with a clear statement of the aim or problem may be expected to do much more in the way of thinking than will occur in the experience of those who are merely told to read certain parts of a book.  In a well-conducted recitation which involves thinking, the aim needs to be restated a number of times in order that the selection of those associations which are important, and the rejection of those which are not pertinent, may continue over a considerable period.

In so far as it is possible, children should be made to feel responsibility for the progress which is made in the solution of their problems.  They should be critical of the contributions made by each other.  They should be sincere in their expression of doubt, and in questioning whenever they do not understand.  Above all, if they are really thinking, they need to have an opportunity for free discussion.  In classrooms in which children are seated in rows looking at the backs of each other’s heads and reciting to the teacher, the tendency is simply to satisfy what the pupils conceive to be the demands of the teacher, rather than to think and to attempt to resolve one’s doubts.  In classes in which teachers provide not only for a statement of the problem which is to be solved during the study period, but also for a variety in assignments, children may be expected to bring to class differences in points of view and in the data which they have collected.  In such a situation discussion is a perfectly normal process, and thinking is stimulated.

As children pass through the several grades of the school system, they ought to become increasingly conscious of the process of reasoning.  They should be asked to tell how they have arrived at their conclusions.  They should give the reason for their judgments.  A great deal of loose thinking would be avoided if we could in some measure establish the habit upon the part of boys and girls of asking, “Will it