atever it was, at the end I can say what I have
seen, only in so far as I have recognized or identified it.
Recognition proceeds by the second figure, and has chiefly the
non-valid modes. But it may use the valid modes, though in a
still less conscious manner. For instance, I recognized that the
object was not an elephant by this valid form; every elephant is
larger than a tin can; this object is not larger than a tin can;
therefore, this object is necessarily not an elephant; or, by
this other valid form, no elephant is as small as a tomato can;
this object is just the size of a tomato can; hence this object
is not an elephant. Had some one told me to look out and see an
elephant, my perception would unconsciously have taken one of
these forms. The scarlet is recognized as such only as it is
identified with a previous impression of scarlet. Here is our
third surprise in psychology. Unless there were a priori idea,
sense-perception could never begin. More, unless there were a
priori idea, it could not begin. For there must be two
recognitions before there can be a first new idea from
sense-perception. The fourth surprise is that directly with the
first activity of perception in the second figure of the
syllogism is joined a second activity which takes place in the
form of the first figure of the syllogism. As soon as I
perceived the red object to be a piece of flannel, I at once
reinforced my sense-perception by unlocking all my previous
store of knowledge stored up under the category of red flannel.
I unconsciously syllogized thus: 'All red flannel has threads of
warp and woof and a rough texture, caused by the coarse fibres
of wool curling up stiffly; this is a piece of red flannel;
hence this will be found to have these properties.' The act of
recognition is a subsumption of the object under a class by use
of the second figure of the syllogism.

"Now begins the syllogistic activity under the form of the third
figure. There are a variety of attributes which I recognize by
the activity of the perceiving mind in the form of the first
figure, as it recognizes the general classes by the primary
activity in the form of the second figure. These attributes are
collected around the object as a centre of interest, and it is
now the middle term. These give a new element of experien