REVIEW QUESTIONS 1. Cite some reasons for and against defining a subject at the beginning of its study. 2. Distinguish between a science and an art. 3. What do you understand by the term "thought" as used in the definition of logic? 4. Show how we connect the new experience with the old in the organization of thought. 5. What does logic get from grammar? from rhetoric? from psychology? 6. How do you understand the contention that every thought has a "meaning," and that every "meaning" ends in action? 7. How is logic useful to the other sciences? 8. Distinguish between the two usual meanings of the term "law." 9. What do you understand by a regulative science? 10. Name the mental activities involved in the logical operations of the mind. 11. What do you understand by apperception? 12. What do you understand by "association by contiguity"? by "association by similarity"? 13. How is logic useful to the teacher? EXERCISES ON CHAPTER I 1. Name the science and the art aspects of five branches of study you have already pursued. 2. Cite and explain three instances in your recent personal experience where old forms of experience have come to mind in connection with a present experience. 3. Distinguish in any two instances you choose to name between your thought and the meaning of your thought. 4. Cite an instance in your personal experience where a thought's meaning led to action. 5. Cite an instance from your own experience in which you made certain of the truth of your idea by submitting it to the assent of others. 6. Name two statute laws and two natural laws. 7. Name two other regulative sciences besides those mentioned in the text. 8. Exemplify sense-perception by sight, hearing, sight and hearing, touch, temperature sense, muscular sense. 9. Make an illustration of conception, judging, reasoning. 10. Cite an instance from your own recent experience illustrating apperception. 11. Illustrate association by contiguity; by similarity. 12. Illustrate concretely how logic may be useful in each of the ways mentioned in the development of a lesson (make free use of your imagination here). PART I. TERMS CHAPTER II.-KINDS OF TERMS 7. DEFINITION.-A term is any word or word-group that is used as a symbol for an object or class of objects of thought. The object of thought for which the term stands as a sign may be either material or immaterial; either a thing or a quality. Examples: dog, blue, this man, Christopher Columbus, the book which you were reading, the problems that the teacher assigned to her pupils for home study, to-morrow's logic lesson, incommensurability, responsible, sameness. 8. HOW TERMS ARE COMPOSED.-The varied list of examples just given should make it clear that terms are language-forms which stand as signs for ideas. Our ideas refer to realities that are either simpler or more complex. If relatively simple, the term which stands for the idea of the thing is usually one word, or at most two. But if the thing referred to by the term is complex, then it frequently happens that the term becomes descriptive, so that its noun part is qualified or restricted by adjectives, phrases, or even subordinate clauses. It not infrequently happens, however, that even in the latter case the idea of the whole predominates over the idea of the complex parts; under such circumstances the term is in the course of usage pared down to one or two words. As an example of a term designating a simple idea may be mentioned the word star; of one referring to a complex idea, the subway system of New York; of one referring to an idea in which the thought of the whole prevails over that of the parts, Brooklyn Bridge. Above all it should be remembered that terms have a representative function, serving to refer both to things material and immaterial, and to our ideas of them also. 9. WORDS AND TERMS.-The beginner in Logic, especially if he is fresh from the study of English, is quite prone to confuse words with terms, thinking mistakenly that every word may serve by itself as a term. While it is true that terms consist either of words or groups of words, it by no means follows that every word can serve as a term. The only parts of speech which can discharge this function are nouns, pronouns, adjectives, and the predicative part of verbs. Hence these parts of speech are said to include all categorematic (asserting) words. All the other parts of speech, viz., adverbs, prepositions, and conjunctions, consist of syncategorematic words, i. e., words that never stand alone as terms, but merely play the subordinate rôle of helping in the formation of terms consisting of several words. It should be remembered that though categorematic words may be used alone as terms, they often combine with other words to constitute complex terms. We may cite the following examples of categorematic words: horse, William, red, she, playing (as used in the sentence, John is playing, i. e., plays). Examples of syncategorematic words are: for, and, bravely. The following terms show both categorematic and syncategorematic words combined to symbolize ideas representing complex realities: the shade of the tree, the cattle on a thousand hills. 10. TERMS CONSIDERED FROM THE GRAMMATICAL STAND-POINT.-Defined from the view-point of grammar, a term is a categorematic word, including any modifiers it may have, whether adjectives, adjective phrases, or adjective clauses. Examples: the blue sky, Mary, friend, the man in the boat, the friend with whom you were walking evening before last. What the grammarian calls a declaratory or conditional sentence the logician calls a proposition. For purposes of logic every sentence such as the grammarian calls a principle sentence may be analyzed into two terms and a copula-the first or subject-term, the second or predicate-term, and connecting them the form of the present tense of the copulative verb, to be, demanded by the rules of agreement. All modifiers of the subject belong to the first or subject-term; all modifiers of the predicate to the second or predicate-term. Example: The lady in the carriage with whom I saw you conversing just now is the sister-in-law of an old friend of mine who was in college with me. In this involved complex sentence the first term is, the-lady-in-the= carriage with whom I saw you conversing just =now; the copula is the verb is; the second term is, the = sister-in-law = of=an=old = friend=of=mine = who =was-in-college-with-me. The two terms are hyphenated with the double hypen to show that all the words belong together as parts of one term. = = = = = |