tal operations leading up to
the Q.E.D. of each are vastly different. The one student does his
studying by the rote memory method, the other by the road of reasoning.
The former road is usually considered the easier, and so we find it
most frequently followed. To memorize a table, a definition, or a
series of dates is relatively easy. One knows exactly where one is, and
can keep track of one's progress and test one's success. Some people
are attracted by such a task and are perfectly happy to follow this
plan of study. The kind of mind that contents itself with such
phonographic records, however, must be acknowledged to be a commonplace
sort of affair. We recognize its limitations in ordinary life,
invariably rating it lower than the mind that can reason to new
conclusions and work independently. Accordingly, if we wish to possess
minds of superior quality, we see that we must develop the reasoning
processes.

When we examine the mental processes by which we think constructively,
or, in other words, reason, we find first of all that there is
recognition of a problem to be solved. When we start to reason, we do
it because we find ourselves in a situation from which we must
extricate ourselves. The situation may be physical, as when our
automobile stops suddenly on a country road; or it may be mental, as
when we are deciding what college to attend. In both cases, we
recognize that we are facing a problem which must be solved.

After recognition of the problem, our next step is to start vigorous
efforts to solve it. In doing this, we cast about for means; we summon
all the powers at our disposal. In the case of the automobile, we call
to mind other accidents and the causes of them; we remember that once
the spark-plug played out, so we test this hypothesis. At another time
some dust got into the carburetor, so we test this. So we go on,
calling up possible causes and applying appropriate remedies until the
right one is found and the engine is started. In bringing to bear upon
the problem facts from our past experience, we form a series of
judgments. In the case of the problem as to what college to attend, we
might form these judgments: this college is nearer home; that one has a
celebrated faculty; this one has good laboratories; that one is my
father's alma mater. So we might go on, bringing up all the facts
regarding the problem and fitting each one mentally to see how it
works. Note that this utilization of ideas shou