with facts (that is, used in construing them), and facts get to be known only as they are "connected" through the idea—and we find that what is a maze of paradoxes and inconsistencies from an absolute, from a non-historic standpoint, is a matter of course the moment it is looked at from the standpoint of experience engaged in self-transformation of meaning through conflict and reconstitution.
But we can only note one or two points. Jevons's "infinite ballot-box" of nature which is absolutely neutral as to any particular conception or idea, and which accordingly requires as its correlate the formation of every possible hypothesis (all standing in themselves upon the same level of probability) is an interesting example of the logical consequences of feeling the need of both fact and hypothesis for scientific procedure and yet regarding them as somehow arising independently of each other. It is an attempt to combine extreme empiricism and extreme rationalism. The process of forming hypotheses and of deducing their rational consequences goes on at random, because the disconnectedness of facts as given is so ultimate that the facts suggest one hypothesis no more readily than another. Mathematics, in its two forms of measurements as applied to the facts, and of calculation as applied in deduction, furnishes Jevons the bridge by which he finally covers the gulf which he has first himself created. Venn's theory requires little or no restatement to bring it into line with the position taken in the text. He holds to the origin of hypothesis in the original practical needs of mankind, and to its gradual development into present scientific form.71 He states expressly:
The distinction between what is known and what is not known is essential to Logic, and peculiarly characteristic of it in a degree not to be found in any other science. Inference is the process of passing from one to the other; from facts which we had accepted as premises, to those which we have not yet accepted, but are in the act of doing so by the very process in question. No scrutiny of the facts themselves, regarded as objective, can ever detect these characteristics of their greater or less familiarity to our minds. We must introduce also the subjective element if we wish to give any adequate explanation of them.72
Venn, however, does not attempt a thoroughgoing statement of logical distinctions, relations, and operations, as parts "of the act of passing from the unknown to the known." He recognizes the relation of reflection to a historic process, which we have here termed "reconstruction," and the origin and worth of hypothesis as a tool in the movement, but does not carry his analysis to a systematic form.
III
Origin of the hypothesis.—In our analysis of the process of judgment, we attempted to show that the predicate arises in case of failure of some line of activity going on in terms of an established habit. When the old habit is checked through failure to deal with new conditions (i. e., when the situation is such as to stimulate two habits with distinct aims) the problem is to find a new method of response—that is, to co-ordinate the conflicting tendencies by building up a single aim which will function the existing situation. As we saw that, in case of judgment, habit when checked became ideal, an idea, so the new habit is first formalized as an ideal type of reaction and is the hypothesis by which we attempt to construe new data. In our inquiry as to how this formulation is effected, i. e., how the hypothesis is developed, it will be convenient to take some of the currently accepted statements as to their origin, and show how these statements stand in reference to the analysis proposed.
Enumerative induction and allied processes.—It is pointed out by Welton73 that the various ways in which hypotheses are suggested may be reduced to three classes, viz., enumerative induction, conversion of propositions, and analogy. Under the head of "enumeration" he reminds us that "every observed regularity of connection between phenomena suggests a question as to whether it is universal." There are numerous instances of this in mathematics. For example, it is noticed that 1+3=22, 1+3+5=32, 1+3+5+7=42, etc.; and one is led to ask whether there is any general principle involved, so that the sum of the first n odd numbers will be n2, where n is any number, however great. In this early form of inductive inference there are two divergent tendencies. One is the tendency to complete enumeration. This tendency is clearly ideal—it transcends the facts as given. To look for all the cases is thus itself an experimental inquiry, based upon a hypothesis which it endeavors to test. But in most cases enumeration can be only incomplete, and we are able to reach nothing better than probability. Hence the other tendency in the direction of an analysis of content in search for a principle of connection in the elements in any one case. For if a characteristic belonging to a number of individuals suggests a class where it belongs to all individuals, it must be that it is found in every individual as such. The hypothesis of complete class involves a hypothesis as to the character of each individual in the class. Thus a hypothesis as to extension transforms itself into one as to intension.
But it is analogy which Welton considers "the chief source from which new hypotheses are drawn." In the second tendency mentioned under enumerative induction, that is, the tendency to analysis of content or intension, we are naturally led to analogy, for in our search for the characteristic feature which determines classification among the concrete particulars our first step will be an inference by analogy. In analogy attention is turned from the number of observed instances to their character, and, because particulars have some feature in common, they are supposed to be the same in still other respects. While the best we can reach in analogy is probability, the arguments may be such as to result in a high degree of certainty. The form of the argument is valuable in so far as we are able to distinguish between essential and nonessential characteristics on which to base our analogy. What is essential and what nonessential depends upon the particular end we have in view.
In addition to enumerative induction, which Welton has mentioned, it is to be noted that there are a number of other processes which are very similar to it in that a number of particulars appear to furnish a basis for a general principle or method. Such instances are common in induction, in instruction, and in methods of proof.
If one is to be instructed in some new kind of labor, he is supposed to acquire a grasp of the method after having been shown in a few instances how this particular work is to be done; and, if he performs the manipulations himself, so much the better. It is not asked why the experience of a few cases should be of any assistance, for it seems self-evident that an experienced man, a man who has acquired the skill, or knack, of doing things, should deal better with all other cases of similar nature.
There is something very similar in inductive proofs, as they are called. The inductive proof is common in algebra. Suppose we are concerned in proving the law of expansion of the binomial theorem. We show by actual calculation that, if the law holds good for the nth power, it is true for the n+first power. That is, if it holds for any power, it holds for the next also. But we can easily show that it does hold for, say, the second power. Then it must be true for the third, and hence for the fourth, and so on. Whether this law, though discovered by inductive processes, depends on deduction for the conclusiveness of its proof, as Jevons holds;74 whether, as Erdmann75 contends, the proof is thoroughly deductive; or whether Wundt76 is right in maintaining that it is based on an exact analogy, while the fundamental axioms of mathematics are inductive, it is clear that in such proofs a few instances are employed to give the learner a start in the right direction. Something suggests itself, and is found true in this case, in the next, and again in the next, and so on. It may be questioned whether there is usually a very clear notion of what is involved in the "so on." To many it appears to mark the point where, after having been taken a few steps, the learner is carried on by the acquired momentum somewhat after the fashion of one of Newton's laws of motion. Whether the few successive steps are an integral part of the proof or merely serve as illustration, they are very generally resorted to. In fact, they are often employed where there is no attempt to introduce a general term such as n, or k, or l, but the few individual instances are deemed quite sufficient. Such, for instance, is the custom in arithmetical processes. We call attention to these facts in order to show that successive cases are utilized in the course of explanation as an aid in establishing the generality of
