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Rh duced), there is comparatively little danger that one who is himself enthusiastic will communicate too much concerning a topic.

II. The distinctively rational phase of reflective inquiry consists, as we have already seen, in the elaboration of an idea, or working hypothesis, through conjoint comparison and contrast, terminating in definition or formulation. (i) So far as the recitation is concerned, the primary requirement is that the student be held responsible for working out mentally every suggested principle so as to show what he means by it, how it bears upon the facts at hand, and how the facts bear upon it. Unless the pupil is made responsible for developing on his own account the reasonableness of the guess he puts forth, the recitation counts for practically nothing in the training of reasoning power. A clever teacher easily acquires great skill in dropping out the inept and senseless contributions of pupils, and in selecting and emphasizing those in line with the result he wishes to reach. But this method (sometimes called "suggestive questioning") relieves the pupils of intellectual responsibility, save for acrobatic agility in following the teacher's lead.

(ii) The working over of a vague and more or less casual idea into coherent and definite form is impossible without a pause, without freedom from distraction. We say "Stop and think"; well, all reflection involves, at some point, stopping external observations and reactions so that an idea may mature. Meditation, withdrawal or abstraction from clamorous assailants of the senses and from demands for overt action, is as necessary at the reasoning stage, as are observation and experiment at other periods. The metaphors of digestion and