A System of Logic, Ratiocinative and Inductive

by John Stuart Mill

As the clearness of our conceptions chiefly depends on the carefulness and accuracy of our observing and comparing faculties, so their appropriateness, or rather the chance we have of hitting upon the appropriate conception in any case, mainly depends on the activity of the same faculties. He who by habit, grounded on sufficient natural aptitude, has acquired a readiness in accurately observing and comparing phenomena, will perceive so many more agreements, and will perceive them so much more rapidly than other people, that the chances are much greater of his perceiving, in any instance, the agreement on which the important consequences depend.

§ 6. It is of so much importance that the part of the process of investigating truth, discussed in this chapter, should be rightly understood, that I think it is desirable to restate the results we have arrived at, in a somewhat different mode of expression.

We can not ascertain general truths, that is, truths applicable to classes, unless we have formed the classes in such a manner that general truths can be affirmed of them. In the formation of any class, there is involved a conception of it as a class, that is, a conception of certain circumstances as being those which characterize the class, and distinguish the objects composing it from all other things. When we know exactly what these circumstances are, we have a clear idea (or conception) of the class, and of the meaning of the general name which designates it. The primary condition implied in having this clear idea, is that the class be really a class; that it correspond to a real distinction; that the things it includes really do agree with one another in certain particulars, and differ, in those same particulars, from all other things. A person without clear ideas is one who habitually classes together, under the same general names, things which have no common properties, or none which are not possessed also by other things; or who, if the usage of other people prevents him from actually misclassing things, is unable to state to himself the common properties in virtue of which he classes them rightly.

But is it not the sole requisite of classification that the classes should be real classes, framed by a legitimate mental process? Some modes of classing things are more valuable than others for human uses, whether of speculation or of practice; and our classifications are not well made, unless the things which they bring together not only agree with each other in something [pg 463] which distinguishes them from all other things, but agree with each other and differ from other things in the very circumstances which are of primary importance for the purpose (theoretical or practical) which we have in view, and which constitutes the problem before us. In other words, our conceptions, though they may be clear, are not appropriate for our purpose, unless the properties we comprise in them are those which will help us toward what we wish to understand—i.e., either those which go deepest into the nature of the things, if our object be to understand that, or those which are most closely connected with the particular property which we are endeavoring to investigate.

We can not, therefore, frame good general conceptions beforehand. That the conception we have obtained is the one we want, can only be known when we have done the work for the sake of which we wanted it; when we completely understand the general character of the phenomena, or the conditions of the particular property with which we concern ourselves. General conceptions formed without this thorough knowledge, are Bacon’s “notiones temerè à rebus abstractæ.” Yet such premature conceptions we must be continually making up, in our progress to something better. They are an impediment to the progress of knowledge, only when they are permanently acquiesced in. When it has become our habit to group things in wrong classes—in groups which either are not really classes, having no distinctive points of agreement (absence of clear ideas), or which are not classes of which any thing important to our purpose can be predicated (absence of appropriate ideas); and when, in the belief that these badly made classes are those sanctioned by nature, we refuse to exchange them for others, and can not or will not make up our general conceptions from any other elements; in that case all the evils which Bacon ascribes to his “notiones temerè abstractæ” really occur. This was what the ancients did in physics, and what the world in general does in morals and politics to the present day.

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 can not 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 endeavor to find the lost object or [pg 464] recognize 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.