13. REVIEW QUESTIONS.
(1) Why should the subject of definition appeal strongly to the school teacher?
(2) Define a predicable.
(3) Name in order the five predicables.
(4) Define and illustrate the terms genus and species.
(5) Explain the terms summum genus, infima species, sui generis.
(6) Illustrate proximate genus.
(7) Explain the terms genus and species as used in natural history.
(8) Exemplify the double meaning of the genus man.
(9) Define and illustrate differentia.
(10) In what sense is the species a richer term than the genus?
(11) Distinguish between property and accident.
(12) Illustrate separable and inseparable accidents.
(13) Give descriptive definitions of the following, indicating the five predicables: logic, general term, non-connotative term, obversion.
(14) Define definition; illustrate.
(15) Distinguish between definition and division.
(16) Name, define and illustrate the three kinds of definitions.
(17) Distinguish between real and verbal definitions.
(18) Define in three ways the following: king, government, city, metal.
(19) State the rules of logical definition.
(20) What words may be used as cues to aid in recalling the rules for logical definition?
(21) Under what circumstances will the wise teacher make use of each of three kinds of definitions?
(22) Relative to the second rule for logical definition what are the three questions that one should ask himself?
(23) Explain the exceptions to the third rule.
(24) In connection with the fourth rule what may be said as to the use of technical terms?
(25) What facts take from the force of the fifth rule?
(26) What classes of words do not admit of logical definition? Illustrate.
(27) Define education, teaching, instruction, training.
(28) Distinguish by illustration between induction and synthesis; deduction and analysis.