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As to the time of forming in mind these aims, the experimental scientist necessarily posits some sort of hypothesis in advance of his experiments; the eminent men before mentioned conceive the questions that they hope to have answered, in advance of their reading. It is natural that one should fix an aim before doing the work that is necessary for its accomplishment. If these aims are to furnish the motive for close attention and the basis for the selection and organization of facts, they certainly ought to be determined upon early. The earlier they come, too, the greater the likelihood of some practical outcome in conduct; for the want of such an outcome is very often due to their postponement.

On the other hand, the setting up of desirable ends requires mental vigor, as well as a wide and well-controlled experience. Gibbon's "solitary walk" (p. 31) Would hardly be a pleasure walk for most young people, even if they had his rich fund of knowledge to draw upon. While it is desirable, therefore, to determine early upon one's purposes, young students will often find it impossible to do this. In such cases they will have to begin studying without such aids. They can at least keep a sharp lookout for suitable purposes, and can gradually fix upon them as they proceed. In general it should be remembered that the sooner good aims are selected, the sooner their benefits will be enjoyed.

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According to custom, young people are expected to acquire knowledge now and find its uses later. The preceding argument would reverse that order by having them discover their wants first and then study to satisfy them. This is the way in which man has progressed from the beginning—outside of educational institutions—and it seems the normal order.

To what extent shall this apply to children? If the fixing of aims is difficult for adult students, it can be expected to be even more difficult for children of the elementary school age. For their experience, from which the suggestions for specific purposes must be obtained, is narrow and their command of it slight. On the other hand, they are expected to have done a large amount of studying before entering the high school, much of it alone, too. And, after leaving the elementary school, people will take it for granted that they have already learned how to study. If, therefore, the finding of specific purposes is an important factor in proper study, responsibility for acquiring that ability will fall upon the elementary school.