Thinking which is not connected with increase of efficiency in action, and with learning more about ourselves and the world in which we live, has something the matter with it just as thought (See ante, p. The parceling out of instruction among various ends such as acquisition of skill (in reading, spelling, writing, drawing, reciting) acquiring information (in history and geography), and training of thinking is a measure of the ineffective way in which we accomplish all three. But apart from the fact that the acknowledgment is not so great in practice as in theory, there is not adequate theoretical recognition that all which the school can or need do for pupils, so far as their minds are concerned (that is, leaving out certain specialized muscular abilities), is to develop their ability to think. No one doubts, theoretically, the importance of fostering in school good habits of thinking.
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