ir problems?

2. Under what conditions do children think and yet reach wrong
conclusions? Give examples.

3. Can first-grade children think? Give examples which prove your
contention.

4. What are the important elements to be found in all thinking?

5. Show how these elements may be involved in a first-grade lesson in
nature study. In an eighth-grade lesson in geography. In the teaching of
any high school subject.

6. When may habit formation involve thinking? Memorization?

7. Give five examples of problems which you believe will challenge the
brightest pupils in your class. Which would seem real and worth solving
to the duller members of the group?

8. How may the analysis of such ideas as come to mind, and the
abstraction of the part which is valuable for the solution of a
particular problem, be facilitated?

9. How do you distinguish between thinking and reasoning?

10. What are the essential elements in reasoning? Give an example of
reasoning as carried on by one solving a problem in arithmetic or
geometry, in geography, physics, or chemistry.

11. In what respects are the processes of induction and deduction alike?
In what do they differ?

12. At what stage of the inductive process is deduction involved?

13. Give examples of reasoning demanded in school work in which the
process is predominantly inductive. Deductive.

14. Why are the statements "Induction proceeds from particulars to
generals" and "Deduction from generals to particulars" inadequate to
describe either process?

15. In what sense is thinking dependent upon the operation of the laws
of habit?

16. To what degree is it possible to teach your pupils to think? Under
what limitations do you work?

* * * * *

VIII. APPRECIATION, AN IMPORTANT ELEMENT IN EDUCATION

Appreciation belongs to the general field of feeling rather than that of
knowing. The element which distinguishes appreciation from memory or
imagination or perception is an affective one. Any one of these mental
states may be present without the state being an appreciative one. But
appreciation does not occur by itself as an elementary state, it is
rather a complex--a feeling tone accompanying a mental state or process
and coloring it. In other words, appreciation involves the presence of
some intellectual states, but its addition makes the total complex of an
emotional rather than a cognitive nature. The difficulty found in
discuss