 Although the study of logic is traditionally regarded as a part of philosophy, critics might not find the reflections of children on such rules of logic terribly interesting philosophically. (Of course, some might say this about elementary logic in the college classroom, as well.) It is not that different from basic math and grammar, they might object. Whether or not this is a fair assessment, for many children it is but a short step from logic to metaphysics. Here is an example from a 4th grade class that had just been asked whether true sentences beginning with ‘all’ always become false when reversed (Pritchard 1996). After the usual “All tigers are tigers” and “All rabbits are hares” were suggested, a student asked, “How about ‘All answers have questions’ and ‘All questions have answers’?” Fortunately, the teacher paused to explore this with the class, asking“Do all answers have questions?” Of course, replied the students, otherwise we would not say that we have an answer.