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 78 on the basis of an idea that has been tentatively developed by reasoning.

The disciplined, or logically trained, mind—the aim of the educative process—is the mind able to judge how far each of these steps needs to be carried in any particular situation. No cast-iron rules can be laid down. Each case has to be dealt with as it arises, on the basis of its importance and of the context in which it occurs. To take too much pains in one case is as foolish—as—illogical as to take too little in another. At one extreme, almost any conclusion that insures prompt and unified action may be better than any long delayed conclusion; while at the other, decision may have to be postponed for a long period—perhaps for a lifetime. The trained mind is the one that best grasps the degree of observation, forming of ideas, reasoning, and experimental testing required in any special case, and that profits the most, in future thinking, by mistakes made in the past. What is important is that the mind should be sensitive to problems and skilled in methods of attack and solution.