308 PART V. WORKING STAGE. 



(o) preferring the simplest form of generalising and generali- 

 sations, deducing and deductions, postulating and hypotheses, 

 verifying and verifications, defining and definitions, stating and 

 statements, etc. 



This Conclusion should, among other things, aid in revolu- 

 tionising the methods of teaching in schools and colleges, and 

 its results should be developed more especially by means of 

 Conclusions 27 and 28. 



CONCLUSION 20 a. 



Need of Degree Determination within and between Divisions, 

 and,- in this connection, need of searching for Pure, Normal, 

 Minimal, Maximal, Parallel, Distantly Related, Seemingly Un- 

 related, Deviating, Morbid, Eccentric, Border, and Transitional 

 Instances. (For text, see Conclusion 27.) 



CONCLUSION 206. 



Need of Proceeding Dialectically, /.P., need of searching in 

 connection with any facts for what is Contradictory, Contrary, 

 Opposite, Common, Disparate, Dependent, Interdependent, 

 Supplementary, Alternative, Complementary, and Relative. (For 

 text, see Conclusion 28.) 



CONCLUSION 21. 



Need of Habitual Alertness in order to discover Exceptional, 



Unobtrusive, and Unsuspected Facts, and need of Unremitting 



Concentration in Scientific Work generally. 



153. (A) HABITUAL ALEKTNESS.-We should, accord- 

 ing to this first part, bring into full consciousness what might 

 remain an obscure or passing observation or reflection. Every 

 hint should be tracked to its lair, and ours should be an 

 expectant attitude of mind always prepared to find that a 

 particular experience does not harmonise with our average ex- 

 perience, with another's experience, or with common experience. 

 Everything we perceive should teach us something new, even 

 when we have frequently encountered it before ; we should 

 keep alive the faculty of wonder, ever remaining sensitive, 

 receptive, responsive, approachable, awake. We need to dis- 

 courage lazy and hazy thinking, and be perennially on the alert 

 lest we miss what is significant in a fresh or an unexpected 

 connection. There should be an almost blind and instinctive 

 desire to reach the whole of the fact and nothing but the fact, 

 as well as to seize on what is of moment. Previous knowledge 

 should be held suspect, and the supposition should be made 

 that the form which common knowledge assumes is seriously 

 incomplete. Examination and reasoning should be guided by 

 the data rather than by preconceived notions, e.g., instead of 

 echoing the common assertion that the body renews itself every 



