Now therefore, reviewing the stages of the progress upwards, we see that the knowledge of which we are speaking is based upon an inherent and fundamental belief of which we can give no logical justification whatever. Why should an inkstand always be hard? The child can allege no reason for this except that, having found the inkstand to be hard in a great number of past instances, he is compelled to believe that it will be always hard, with such a force of conviction that he cannot but feel and say he “knows” it. But of course there is no logical justification for this assertion. He might argue for some months or even years, in precisely the same way about a clock, and say that “a clock always ticks,” because he has seen the clock tick times innumerable and never known it not to tick. Why should not a larger experience confute his so-called knowledge in the case of the inkstand as in the case of the clock? As the clock collapses, why should not the nature of the inkstand collapse—be, come unwound, so to speak, or altogether transmuted? There is no possible answer to this question for the child, at present, except the following:—“It never has done so, and therefore I believe that it never will. I believe in the uniformity of Nature. The sequences of observed cause and effect are Nature’s promises, and if she does not keep them, life will break down. I am compelled to believe, and to act on the belief, that life will not break down. I believe that this inkstand is hard, because this belief _works_.” I conclude therefore that all knowledge of the kind we are now describing is based on belief (viz. the belief that what has been will be) tested by experience. I think it must also be admitted that Imagination contributed to the result: for the child not only remembers his two past consecutive sensations but gradually _images_ in his mind a kind of bond between them, which memory pure and simple could not have contributed. Memory reproduces “Inkstand and _then_ hardness;” Imagination paints, or begins to paint, a new idea, “Inkstand and _therefore_ hardness.” Again, Memory reproduces vaguely numerous instances, “The inkstand was hard ten, eleven, twenty, many times;” then comes Imagination and at a leap sets before the mind an entirely new notion, and invents for it the word “always.” Concerning other and more complex kinds of knowledge what need is there to say a word? For if such simple propositions as “a stone is hard,” are shown to depend upon Imagination for suggesting, and Faith for retaining, a conviction of the uniformity of Nature, much more must these influences be presupposed if the child is to attain knowledge about matters avowedly future, _e.g._ “the sun will rise to-morrow.” In reality all knowledge of any practical value has to do with a future, immediate or remote; and therefore I do not think I shall be exaggerating in saying that for all knowledge about things outside us we depend largely upon Imagination and Faith.