Life presents us with problems. In order to work through these problems, we need a special kind of tool kit. Sherlock Holmes is one of the great creations of literature. He is also an inspiration to anyone trying to solve a problem. Sherlock's creator, Arthur Conan Doyle, had a great understanding into the process of observation and deduction. In Doyle’s stories, Sherlock's good friend and chronicler John Watson is always keen on understanding how to sort through the clues to a mystery, and usually lends his hand at interpretation. Watson's quick conclusions are often erroneous and must be redirected by Sherlock Holmes. In one story, a Scandal in Bohemia, Holmes tells Watson “you see, but you do not observe.” To see is to take a brief snapshot. To observe is to watch with precision and to notice what is really going on. For example, when we are outside and see a bird fly by, are we just taking it for granted or are we really observing the bird? What is its color? How big is it? Where is it going? When we learn we are really trying to solve a problem, and while this process of learning can be fun, the problem still remains. If I’m learning how to construct an essay about the book The Adventures of Tom Sawyer, there are many small problems that need to be solved in order to get to the larger problem of finishing the essay. Over time, learners create a toolkit for themselves that they can access when trying to reason through or learn about any subject. It is the job of the educator to help a student create those tools of learning.