It would thus, in my view of the matter, be an inaccurate mode of expression to say, that obtaining appropriate conceptions is a condition precedent to generalization. Throughout the whole process of comparing phenomena with one another for the purpose of generalization, the mind is trying to make up a conception; but the conception which it is trying to make up is that of the really important point of agreement in the phenomena. As we obtain more knowledge of the phenomena themselves, and of the conditions on which their important properties depend, our views on this subject naturally alter; and thus we advance from a less to a more "appropriate" general conception, in the progress of our investigations. We ought not, at the same time, to forget that the really important agreement cannot always be discovered by mere comparison of the very phenomena in question, without the aid of a conception acquired elsewhere; as in the case, so often referred to, of the planetary orbits. The search for the agreement of a set of phenomena is in truth very similar to the search for a lost or hidden object. At first we place ourselves in a sufficiently commanding position, and cast our eyes round us, and if we can see the object it is well; if not, we ask ourselves mentally what are the places in which it may be hid, in order that we may there search for it: and so on, until we imagine the place where it really is. And here too we require to have had a previous conception, or knowledge, of those different places. As in this familiar process, so in the philosophical operation which it illustrates, we first endeavour to find the lost object or recognise the common attribute, without conjecturally invoking the aid of any previously acquired conception, or in other words, of any hypothesis. Having failed in this, we call upon our imagination for some hypothesis of a possible place, or a possible point of resemblance, and then look, to see whether the facts agree with the conjecture. For such cases something more is required than a mind accustomed to accurate observation and comparison. It must be a mind stored with general conceptions, previously acquired, of the sorts which bear affinity to the subject of the particular inquiry. And much will also depend on the natural strength and acquired culture of what has been termed the scientific imagination; on the faculty possessed of mentally arranging known elements into new combinations, such as have not yet been observed in nature, though not contradictory to any known laws. But the variety of intellectual habits, the purposes which they serve, and the modes in which they may be fostered and cultivated, are considerations belonging to the Art of Education: a subject far wider than Logic, and which this treatise does not profess to discuss. Here, therefore, the present chapter may properly close. CHAPTER III. OF NAMING, AS SUBSIDIARY TO INDUCTION.