Page:The Works of H G Wells Volume 11.pdf/221

 ment my untutored conception of teaching method by a more systematic knowledge of its principles and methods, and I took the courses for the diplomas of Licentiate and Fellow of the London College of Preceptors which happened to be convenient for me. These courses included some of the more elementary aspects of psychology and logic and set me thinking and reading further. From the first, Logic as it was presented to me impressed me as a system of ideas and methods remote and secluded from the world of fact in which I lived and with which I had to deal. As it came to me in the ordinary text-books, it presented itself as the science of inference using the syllogism as its principal instrument. Now I was first struck by the fact that while my teachers in Logic seemed to be assuring me I always thought in this form:—

the method of my reasoning was almost always in this form:—

That is to say, I was constantly reasoning by analogy and applying verification. So far from using the syllogistic form confidently, I habitually distrusted it as anything more than a test of consistency in