[13] These are taken, almost verbatim, from the class papers of students.
[14] This term is sometimes extended to denote the entire reflective process—just as inference (which in the sense of test is best reserved for the third step) is sometimes used in the same broad sense. But reasoning (or ratiocination) seems to be peculiarly adapted to express what the older writers called the "notional" or "dialectic" process of developing the meaning of a given idea.
[15] See Vailati, Journal of Philosophy, Psychology, and Scientific Methods, Vol. V, No. 12.
[16] In terms of the phrases used in logical treatises, the so-called "methods of agreement" (comparison) and "difference" (contrast) must accompany each other or constitute a "joint method" in order to be of logical use.
[17] These processes are further discussed in [Chapter IX].
[18] Compare what was said about analysis.
[19] The term idea is also used popularly to denote (a) a mere fancy, (b) an accepted belief, and also (c) judgment itself. But logically it denotes a certain factor in judgment, as explained in the text.
[20] See Ward, Psychic Factors of Civilization, p. 153.
[21] Thus arise all those falsely analytic methods in geography, reading, writing, drawing, botany, arithmetic, which we have already considered in another connection. (See p. 59.)
[22] James, Principles of Psychology, vol. I, p. 221. To know and to know that are perhaps more precise equivalents; compare "I know him" and "I know that he has gone home." The former expresses a fact simply; for the latter, evidence might be demanded and supplied.