BROOKLYN TRAINING SCHOOL FOR TEACHERS. FORMERLY LECTURER ON THE CHARLES SCRIBNER'S SONS NEW YORK CHICAGO BOSTON hat, Bib 6-10-25 11950 PREFACE THIS book is designed primarily for students in normal and training schools. Throughout its pages the bearings of logic upon the problems of education have been constantly kept in mind. The relation between certain phases of logic and the teacher's classroom work has been emphasized. While the interests of the future teacher have received especial attention, the subject-matter is so arranged that the pedagogical applications may be ignored, thus adapting the book for use in colleges. When used in this way, all of Part VI may be omitted. The writer believes that a text-book in logic should have two aims: first, to preserve the fundamental principles of formal logic; second, to bring the logical doctrine into harmony with the recent developments of functional psychology. The psychological creed adhered to throughout the book is frankly genetic, and the developmental conception is in evidence in the treatment of topics, notably Judgment, the Functional Value of Reasoning, and the Fallacies. The traditional connections between logic and language have been reiterated, in the belief that they are fundamental and that they furnish a valuable apperceptive basis for the introduction of the subject to students fresh from the study of languages. The effort has been made, however, to bring the linguistic side of logic into close accord with the underlying psychological processes. Exercises have been arranged with the aim of stimulating the student's activity in the invention of examples illustrating the various phases of logic. The value that comes to the student from the exercise of his own inventive ingenuity cannot be doubted. The usual type of exercises is predominantly analytical. Constructive work aids materially in developing a full comprehension of the subject. The student who is able to make his own examples puts his knowledge to the test of a practical application. In addition to the exercises, a set of questions on the text of each chapter is provided. These questions are designed as an aid to both teacher and student in focussing attention upon the most important points in the text. Both exercises and questions are placed after the chapters in the belief that this arrangement will prove more convenient than the usual one of grouping them at the end of the book. July 20, 1909 W. J. T. TABLE OF CONTENTS Definition of logic, § 1-Relation to other sciences, § 2 -Nature of the laws of thought, § 3-Importance of logic, § 4—Mental processes presupposed in logic, § 5 -The teacher's interest in logic, § 6-References, p. 10-Review questions, p. 11-Exercises on Chapter I, p. 11 f. Definition, § 7-How terms are composed, § 8-Words and terms, § 9-Terms considered from the gram- matical stand-point, § 10-Classification of terms, § 11 How terms come to have different meanings, § 13- Definitions, § 14-The fallacy of equivocation, § 15- Types of ambiguity, § 16-The psychological basis of ambiguity, § 17-How to correct ambiguity, § 18- CHAPTER IV.-DENOTATION AND CONNOTATION The double function of general terms, § 19-Denota- tion, § 20-Connotation, § 21-Variation of denota- tion and connotation, § 22-References, p. 37-Re- PAGE |