sides of a triangle is parallel with the base, we have
accepted hypothetically the general principle that such lines are
parallel with the base. The fact is, therefore, that when the mind
examines the particular case and finds it to agree with the hypothesis,
so far as it accepts this case as a truth, it also accepts it as a
universal truth. Although, therefore, induction may involve going from
one particular experiment or observation to another, it is in a sense a
process of going from the general to the general.

That accepting the truth of a particular judgment may imply a universal
judgment is very evident in the case of geometrical demonstrations. When
it is shown, for instance, that in the case of the particular isosceles
triangle ABC, the angles at the base are equal, the mind does not
require to examine other particular triangles for verification, but at
once asserts that in every isosceles triangle the angles at the base are
equal.

=Induction and Conception Interrelated.=--Although as a process,
induction is to be distinguished from conception, it either leads to an
enriching of some concept, or may in fact be the only means by which
certain scientific concepts are formed. While the images obtained by
ordinary sense perception will enable a child to gain a notion of water,
to add to the notion the property, boiling-at-a-certain-temperature, or
able-to-be-converted-into-two-parts-hydrogen-and-one-part-oxygen, will
demand a process of induction. The development of such scientific
notions as oxide, equation, predicate adjective, etc., is also dependent
upon a regular inductive process. For this reason many lessons may be
viewed both as conceptual and as inductive lessons. To teach the adverb
implies a conceptual process, because the child must synthesise certain
attributes into his notion adverb. It is also an inductive lesson,
because these attributes being formulated as definite judgments are,
therefore, obtained inductively. The double character of such a lesson
is fully indicated by the two results obtained. The lesson ends with the
acquisition of a new term, adverb, which represents the result of the
conceptual process. It also ends with the definition: "An adverb is a
word which modifies a verb, adjective, or other adverb," which indicates
the general truth or truths resulting from the inductive process.

=Deduction and Induction Interrelated.=--In our actual teaching
processes there is a very close inter