G. K. Gilbert — Inculcation of Scientific Method. 287 



process. Like other mental processes, the framing of hypoth- 

 eses is usually unconscious, but by attention it can be brought 

 into consciousness and analyzed. 



Given a phenomenon, A, whose antecedent we seek. First 

 we ransack the memory for some different phenomenon, B, 

 which has one or more features in common with A, and whose 

 antecedent we know. Then we pass by analogy from the ante- 

 cedent of B, to the hypothetical antecedent of A, solving the 

 analogic proportion — as B is to A, so is the antecedent of B to 

 the antecedent of A. 



Having thus obtained an hypothesis, we proceed to test it. 

 If the hypothetical antecedent is a familiar phenomenon, we 

 compare its known or deduced consequents with A, and ob- 

 serve whether they agree or differ. If it is unfamiliar, we 

 ascertain its consequents by experiment or some other form of 

 observation ; and in the selection of the particular experiments 

 or observations to serve as tests, we are guided once more by 

 analogy, inverting the previous formula. 



The question, whether or not the function of the mind in 

 devising hypotheses and the tests of them is creative, is foreign 

 to the present purpose. It suffices that we recognize the pro- 

 cess as analogic, requiring for its success a preliminary knowl- 

 edge of numerous instances of consequential relations. The 

 consequential relations of nature are infinite in variety, and he 

 who is acquainted with the largest number has the broadest 

 base for the analogic suggestion of hypotheses. It is true that 

 a store of scientific knowledge cannot take the place of mental 

 strength and training, i. e. of functional ability inherited and 

 acquired, but it is nevertheless a pre-requisite of fertility in 

 hypothesis. 



The great investigator is primarily and preeminently the 

 man who is rich in hypotheses. In the plenitude of his 

 wealth he can spare the weaklings without regret ; and having 

 many from which to select, his mind .maintains a judicial atti- 

 tude. The man who can produce but one, cherishes and cham- 

 pions that one as his own, and is blind to its faults. With such 

 men, the testing of alternative hypotheses is accomplished only 

 through controversy. Crucial observations are warped by 

 prejudice, and the triumph of the truth is delayed. 



Eeturning now to the subject of education, take first the case 

 in which the student is to become an investigator. He is to 

 observe phenomena, he is to frame and test hypotheses. As a 

 matter of course, in order to learn to do these things he must 

 do them. Sooner or later he must be sent directly to nature, 

 out of doors or in the laboratory, and must in her presence 

 train his faculties by practice. But before he undertakes this, 

 the teacher can aid him by imparting methods. It is probably 



