 In the mid-1960s, Matthew Lipman became dismayed at the low quality of argumentation employed by presumably well-educated citizens discussing the Vietnam war and society’s ills in general. Convinced that the teaching of logic should begin long before college, he tried to figure out a way to do this that would stimulate the interest of 10–11 year olds. Leaving his secure position of teaching philosophy at Columbia University for an open ended one at Montclair State College, he undertook work on his first children’s novel, Harry Stottlemeier’s Discovery. Lipman’s concerns about the level of critical thinking in society in general, and the schools in particular, were not his alone. By the 1970s the hue and cry for teaching critical thinking in the schools was, if not clear, at least loud; and it has continued largely unabated to the present.