For constructive criticism and definite encouragement I owe a personal debt of gratitude to Prof. Charles Gray Shaw of New York University, to Prof. Frank D. Blodgett of the Oneonta Normal School and to Prin. A. C. MacLachlan of the Jamaica Training School for Teachers.

G. H. McN.

City Training School for Teachers,
Jamaica, N. Y. City.
October 3, 1914.

TABLE OF CONTENTS

[CHAPTER 1.]—THESCOPEANDNATUREOFLOGIC.
[1.] The Mind.
[2.] Logic Related to Other Subjects.
[3.] Logic Defined.
[4.] The Value of Logic to the Student.
[5.] Outline.
[6.] Summary.
[7.] Review Questions.
[8.] Questions for Original Thought and Investigation
[CHAPTER 2.]—THOUGHT ANDITSOPERATION.
[1.] The Knowing Mind Compared with the Thinking Mind.
[2.] Knowing by Intuition.
[3.] The Thinking Process.
[4.] Notions, Individual and General.
[5.] Knowledge and Idea as Related to the Notion.
[6.] The Logic of the Psychological Terms Involved in the Notion.
[7.] Thought in the Sensation and Percept.
[8.] Evolution and the Thinking Mind.
[9.] The Concept as a Thought Product.
[10.] The Judgment as a Thought Product.
[11.] Inference as a Thought Product.
[12.] Thinking and Apprehension.
[13.] Stages in Thinking.
[14.] Outline.
[15.] Summary.
[16.] Review Questions.
[17.] Questions for Original Thought and Investigation.
[CHAPTER 3.]—THEPRIMARYLAWSOFTHOUGHT.
[1.] Two Fundamental Laws.
[2.] The Law of Identity.
[3.] The Law of Contradiction.
[4.] The Law of Excluded Middle.
[5.] The Law of Sufficient Reason.
[6.] Unity of Primary Laws of Thought.
[7.] Outline.
[8.] Summary.
[9.] Illustrative Exercises.
[10.] Review Questions.
[11.] Questions for Original Thought and Investigation.
[CHAPTER 4.]—LOGICALTERMS.
[1.] Logical Thought and Language Inseparable.
[2.] Meaning of Term.
[3.] Categorematic and Syncategorematic Words.
[4.] Singular Terms.
[5.] General Terms.
[6.] Collective and Distributive Terms.
[7.] Concrete and Abstract Terms.
[8.] Connotative and Non-connotative Terms.
[9.] Positive and Negative Terms.
[10.] Contradictory and Opposite Terms.
[11.] Privative and Nego-positive Terms.
[12.] Absolute and Relative Terms.
[13.] Outline.
[14.] Summary.
[15.] Illustrative Exercises.
[16.] Review Questions.
[17.] Questions for Original Thought and Investigation.
[CHAPTER 5.]—THEEXTENSIONANDINTENSIONOFTERMS.
[1.] Two-fold Function of Connotative Terms.
[2.] Extension and Intension Defined.
[3.] Extended Comparison of Extension and Intension.
[4.] A List of Connotative Terms Used in Extension and Intension.
[5.] Other Forms of Expression for Extension and Intension.
[6.] Law of Variation in Extension and Intension.
[6a.] Important Facts in Law of Variation.
[6b.] Law of Variation Diagrammatically Illustrated.
[7.] Outline.
[8.] Summary.
[9.] Illustrative Exercises.
[10.] Review Questions.
[11.] Questions for Original Thought and Investigation.
[CHAPTER 6.]—DEFINITION.
[1.] Importance.
[2.] The Predicables.
[3.] The Nature of a Definition.
[4.] Definition and Division Compared.
[5.] The Kinds of Definitions.
[6.] When the Three Kinds of Definitions are Serviceable.
[7.] The Rules of Logical Definition.
[8.] Terms Which Cannot be Defined Logically.
[9.] Definitions of Common Educational Terms.
[10.] Outline.
[11.] Summary.
[12.] Illustrative Exercises.
[13.] Review Questions.
[14.] Questions for Original Thought and Investigation.
[CHAPTER 7.]—LOGICALDIVISIONANDCLASSIFICATION.
[1.] Nature of Logical Division.
[2.] Logical Division Distinguished from Enumeration.
[3.] Logical Division as Partition.
[4.] Four Rules of Logical Division.
[5.] Dichotomy.
[6.] Classification Compared with Division.
[7.] Kinds of Classification.
[8.] Two Rules of Classification.
[9.] Use of Division and Classification.
[10.] Outline.
[11.] Summary.
[12.] Review Questions.
[13.] Questions for Original Thought and Investigation.
[CHAPTER 8.]—LOGICALPROPOSITIONS.
[1.] The Nature of Logical Propositions.
[2.] Kinds of Logical Propositions.
[3.] The Four Elements of a Categorical Proposition.
[4.] Logical and Grammatical Subject and Predicate Distinguished.
[5.] The Four Kinds of Categorical Propositions.
[6.] Propositions which do not Conform to Logical Type.
[7.] Propositions not Necessarily Illogical.
[8.] The Relation between Subject and Predicate.
[9.] Outline.
[10.] Summary.
[11.] Illustrative Exercises.
[12.] Review Questions.
[13.] Questions for Original Thought and Investigation.
[CHAPTER 9.]—IMMEDIATEINFERENCE—OPPOSITION.
[1.] The Nature of Inference.
[2.] Immediate and Mediate Inference.
[3.] The Forms of Immediate Inference.
[(1)] Opposition.
[CHAPTER 10.]—IMMEDIATEINFERENCE (Continued).
[(2)] Immediate Inference by Obversion.
[(3)] Immediate Inference by Conversion.
[(4)] Immediate Inference by Contraversion.
[4.] Epitome of the Four Processes of Immediate Inference.
[◆] Inference by Inversion.
[5.] Outline.
[6.] Summary.
[7.] Illustrative Exercises.
[8.] Review Questions.
[9.] Problems for Original Thought and Investigation.
[CHAPTER 11.]—MEDIATEINFERENCE—THESYLLOGISM.
[1.] Inference and Reasoning.
[2.] The Syllogism.
[3.] The Rules of the Syllogism.
[4.] Rules of Syllogism Explained.
[5.] Aristotle’s Dictum.
[6.] Canons of the Syllogism.
[7.] Mathematical Axioms.
[8.] Outline.
[9.] Summary.
[10.] Illustrative Exercises.
[11.] Review Questions.
[12.] Questions for Original Thought and Investigation.
[CHAPTER 12.]—FIGURES ANDMOODSOF THESYLLOGISM.
[1.] The Four Figures of the Syllogism.
[2.] The Moods of the Syllogism.
[3.] Testing the Validity of the Moods.
[4.] Special Canons of the Four Figures.
[5.] Special Canons Related.
[6.] Mnemonic Lines.
[7.] Relative Value of the Four Figures.
[8.] Outline.
[9.] Summary.
[10.] Illustrative Exercises.
[11.] Review Questions.
[12.] Questions for Original Thought and Investigation.
[CHAPTER 13.]—INCOMPLETESYLLOGISMSANDIRREGULARARGUMENTS.
[1.] Enthymeme.
[2.] Epicheirema.
[3.] Polysyllogisms. Prosyllogism—Episyllogism.
[4.] Sorites.
[5.] Irregular Arguments.
[6.] Outline.
[7.] Summary.
[8.] Review Questions.
[9.] Questions for Original Thought and Investigation.
[CHAPTER 14.]—CATEGORICALARGUMENTS TESTED ACCORDING TOFORM.
[1.] Arguments of Form and Matter.
[2.] Order of Procedure in a Formal Testing of Arguments.
[3.] Illustrative Exercise in Testing Arguments which are Complete and whose Premises are Logical.
[4.] Illustrative Exercise in Testing Completed Arguments, one or both of whose Premises are Illogical.
[5.] Incomplete and Irregular Arguments.
[6.] Common Mistakes of the Student.
[7.] Outline.
[8.] Summary.
[9.] Review Questions.
[10.] Questions for Original Thought and Investigation.
[CHAPTER 15.]—HYPOTHETICALANDDISJUNCTIVEARGUMENTSINCLUDINGTHEDILEMMA.
[1.] Three Kinds of Arguments.
[2.] Hypothetical Arguments.
[3.] Antecedent and Consequent.
[4.] Two Kinds of Hypothetical Arguments.
[5.] Rule and Two Fallacies of Hypothetical Argument.
[6.] Hypothetical Arguments Reduced to Categorical Form.
[7.] Illustrative Exercises Testing Hypothetical Arguments of All Kinds.
[8.] Disjunctive Arguments.
[9.] Two Kinds of Disjunctive Arguments.
[10.] First Disjunctive Rule.
[11.] Second Disjunctive Rule.
[12.] Reduction of Disjunctive Argument.
[13.] The Dilemma.
[14.] Four Forms of Dilemmatic Arguments.
[15.] The Rule of Dilemma.
[16.] Illustrative Exercises Testing Disjunctive and Dilemmatic Argument.
[17.] Ordinary Experiences Related to Disjunctive Proposition and Hypothetical Argument.
[18.] Outline.
[19.] Summary.
[20.] Review Questions.
[21.] Questions for Original Thought and Investigation.
[CHAPTER 16.]—THELOGICALFALLACIESOFDEDUCTIVEREASONING.
[1.] A Negative Aspect.
[2.] Paralogism and Sophism.
[3.] A Division of the Deductive Fallacies.
[4.] General Divisions Explained.
[5.] Fallacies of Immediate Inference.
[6.] Fallacies in Language (Equivocation).
[7.] Fallacies in Thought (Assumption).
[8.] Outline.
[9.] Summary.
[10.] Illustrative Exercises in Testing Arguments in Both Form and Meaning.
[11.] Review Questions.
[12.] Questions for Original Thought and Investigation.
[CHAPTER 17.]—INDUCTIVEREASONING.
[1.] Inductive and Deductive Reasoning Distinguished.
[2.] The “Inductive Hazard.”
[3.] Complexity of the Problem of Induction.
[4.] Various Conceptions ofInduction.
[5.] Induction and Deduction Contiguous Processes
[6.] Induction an Assumption.
[7.] Universal Causation.
[8.] Uniformity of Nature.
[9.] Inductive Assumptions Justified.
[10.] Three Forms of Inductive Research.
[11.] Induction by Simple Enumeration.
[12.] Induction by Analogy.
[13.] Induction by Analysis.
[14.] Perfect Induction.
[15.] Traduction.
[16.] Outline.
[17.] Summary.
[18.] Review Questions.
[19.] Questions for Original Thought and Investigation.
[CHAPTER 18.]—MILL’SFIVESPECIALMETHODSOFOBSERVATIONANDEXPERIMENT.
[1.] Aim of Five Methods.
[2.] Method of Agreement.
[3.] Method of Difference.
[4.] The Joint Method of Agreement and Difference.
[5.] The Method of Concomitant Variations.
[6.] The Method of Residues.
[7.] General Purpose and Unity of Five Methods.
[8.] Outline.
[9.] Summary.
[10.] Review Questions.
[11.] Questions for Original Thought and Investigation.
[CHAPTER 19.]—AUXILIARYELEMENTSININDUCTION.OBSERVATION—EXPERIMENT—HYPOTHESIS.
[1.] Foundation of Inductive Generalizations.
[2.] Observation.
[3.] Experiment.
[4.] Rules for Logical Observation and Experiment.
[5.] Common Errors of Observation and Experiment.
[6.] The Hypothesis.
[7.] Induction and Hypothesis Distinguished.
[8.] Hypothesis and Theory Distinguished.
[9.] The Requirements of a Permissible Hypothesis.
[10.] Uses of Hypothesis.
[11.] Characteristics Needed by Scientific Investigators
[12.] Outline.
[13.] Summary.
[14.] Review Questions.
[15.] Questions for Original Thought and Investigation.
[CHAPTER 20.]—LOGICIN THECLASSROOM.
[1.] Thought is King.
[2.] Special Functions of Induction and Deduction.
[3.] Two Types of Minds.
[4.] Conservatism in School.
[5.] The Method of the Discoverer.
[6.] Real Inductive Method not in Vogue in Class Room Work
[7.] As a Method of Instruction, Deduction Superior.
[8.] Conquest, not Knowledge, the Desideratum.
[9.] Motivation as Related to Spirit of Discovery.
[10.] Discoverer’s Method Adapted to Class Room Work.
[11.] Question and Answer Method not Necessarily One of Discovery.
[12.] Outline.
[13.] Summary.
[14.] Review Questions.
[15.] Questions for Original Thought and Investigation.
[CHAPTER 21.]—LOGICANDLIFE.
[1.] Logic Given a Place in a Secondary Course.
[2.] Man’s Supremacy Due to Power of Thought.
[3.] Importance of Progressive Thinking.
[4.] Necessity of Right Thinking.
[5.] Indifferent and Careless Thought.
[6.] The Rationalization of the World of Chance.
[7.] The Rationalization of Business and Political Sophistries.
[8.] The Rationalization of the Spirit of Progress.
[9.] A Rationalization of the Attitude Toward Work.
[10.] The Logic of Success.
[11.] Outline.
[12.] Summary.
[13.] Review Questions.
[14.] Questions for Original Thought and Investigation.
[GENERAL EXERCISES]INTESTINGCATEGORICALARGUMENTS.
[GENERAL EXERCISES]INTESTINGHYPOTHETICAL,DISJUNCTIVEANDDILEMMATICARGUMENTS.
[EXAMINATION QUESTIONS]FORTRAININGSCHOOLSANDCOLLEGES.
[BIBLIOGRAPHY.]
[OUTLINE]OFBRIEFERCOURSE.
[INDEX.]

CHAPTER 1.
THE SCOPE AND NATURE OF LOGIC.

1. THE MIND.

As to the true conception of matter the world is ignorant. Yet when asked, “What does matter do?” the reply is, “Matter moves, matter vibrates.” Moreover, relative to the exact nature of mind, the world is likewise ignorant. But to the question, “What does mind do?” the response comes, “The Mind knows, the mind feels, the mind wills.” The mind has ever manifested itself in these three ways. Because of this three-fold function it is easy to think of the mind as being separated into distinct compartments, each constituting an independent activity. This is erroneous. The mind is a living unit having three sides but never acting one side at a time. When the mind knows it also feels in some way and wills to some extent. To illustrate: Music is heard and one knows it to be Rubinstein’s Melody in F. The execution being good one feels pleasure. That the pleasurable state may be augmented one wills a listening attitude. For analytical purposes the psychologists have a way of naming the state of mind from the predominating manifestation.