l_ concept, on the other
hand, is scientifically correct and complete. It includes all the
common characteristics of the group and excludes all that are not
essential. It is a product of accurate and mature thinking. We all
possess an abundance of psychical concepts drawn from the miscellaneous
experiences of life. It is a large share of the school work, as we
have seen, to develop logical concepts out of these immature and faulty
psychical concepts. A child is disposed to call tadpoles fishes; and
later porpoises and whales are faultily classed with the fishes in the
same way. Nearly all our psychical concepts are subject to such loose
and faulty judgments. Even where one is accurate in his observations,
the conclusions naturally drawn are often wrong. For example, a child
that has seen none but red squirrels would naturally think all
squirrels red, and include the quality red in his general notion. Most
of our empirically derived general notions are spotted with such
defects. What relation have these facts to induction? We claim that
general notions should be experimentally formed; that is, by a gradual
collection of concrete or illustrative materials, and that the logical
concepts are the final outcome of comparison and reasoning toward
conclusions. In other words, we must begin with psychical concepts
with all their faults; we must make mistakes and correct them as our
experience enlarges, and gradually work out of psychical into logical
methods and results. Our text-books usually give us the logical
concept first, the rule, definition, principle, in its most complete
and accurate statement. This does violence to the child's natural
mental movement.

The final stage of induction is the _formulation_ of the general
truths, the concepts, principles, and laws which constitute the science
of any branch of knowledge. These truths should be well formulated in
clear and expressive language and mastered in this form. Moreover, the
results reached, when reduced to the strict scientific form, are the
same in the inductive methods as in the deductive or common text-book
method. Not that the effect on the mind of the learner is the same but
the body of truth is unaltered. The general truths of every subject
can be easily found well arranged in text-books. But we are more
anxious to know how the youth may best approach and appreciate these
truths than simply to see them stored in the mind in a well-classified