ery and of connections with
personal experience in arousing emotional tone should be emphasized. The
child might be encouraged to consciously call up images and make
connections with his own experience during study.

Study, when the object is to arrive at responses of judgment, is the
type which has received most attention. This type of study includes
within itself several possibilities. Although judgment is the only
response that can solve the problem, still the problem may be one of
giving the best expression in art or music or drama. It may be the
analysis of a course of action or of a chemical compound. It may be the
comparison of various opinions. It may be the arriving at a new law or
principle. It is to one of these types of thinking that the term "study"
is usually applied. Important as it is, the other three types already
discussed cannot be neglected. If children are taught to study in
connection with the simpler situations provided by the first two types,
they will be the better prepared to deal with this complex type, for
this highest type of study involves habit formation often and memory
work always.

In the type of study involving reasoning, because of its complexity, and
because the individual must work more independently, the child must
learn the danger of following the first suggestion which offers itself.
He must learn to weigh each suggestion offered with reference to the
goal aimed at. Each step in the process must be tested and weighed in
this manner. To go blindly ahead, following out a line of suggestions
until the end is reached, which is then found to be the wrong one,
wastes much time and is extremely discouraging. No suggestion of the way
to adapt means to end should be accepted without careful criticism. The
pupil should gradually be made conscious of the technique of reasoning,
analysis, comparison, and abstraction. He must know that the first thing
to do is to analyze the problem and see just what it requires. He must
know that the abstraction depends upon the goal. The learner should be
taught the sources of some of the commonest mistakes in judgment. For
instance, if he knows of the tendency to respond in terms of analogy,
and sees some of the errors to which accepting a minor likeness between
two situations as identity lead, he will be much more apt to avoid such
mistakes than would otherwise be true. If he knows how unsafe it is to
form a judgment on limited data,--if from his own and