Again, Mr Mill does not include in the nomenclature such general names as denote conceptions artificially formed in the course of induction and investigation. Accordingly, besides a terminology suited for describing with precision the individual facts observed, there is a branch of language containing “ a name for every common property of any importance or interest, which we detect by comparing those facts : including (as the concretes corresponding to those abstract terms) names for the classes which we artificially construct in virtue of those properties, or as many of them, at least, as we have frequent occasion' to predicate any thing of.” As examples of this class of names he mentions Circle, Limit, Momentum, Civilization, Delegation, Representation. While the nomenclature contains the names of natural classes, this third branch of language would apparently contain the names of artificial ideas or classes. But I feel great difficulty in giving a clear account of Mr Mill's views on this subject, and, as my object in these Lessons does not allow of the discussion of unsettled questions, I must conclude by referring the reader who desires to continue the subject, to the 4th and 6th chapters of the 4th Book of Mr Mill's System of Logic, which treat of the Requisites of a Philosophical Language. See Dr Whewell's “ Aphorisms concerning the Lan guage of Science," at the end of his Philosophy of the Inductive Sciences. Thomson's Outline of the Laws of Thought, con tains most interesting remarks on the general nature and use of Language, SS 17–31. QUESTIONS AND EXERCISES. LESSON 1.-Introduction. 1. What are the meanings of a Law of Nature, and a Law of Thought? 2. Explain the distinction between the Form of Thought, and the Matter of Thought. 3. In what sense may Logic be called the Science of Sciences ? 4. What is the derivation of the name Logic? 5. How does a Science differ from an Art, and why is Logic more in the form of a Science than an Art ? 6. Can we say that Logic is a necessary aid in correct reasoning, when persons who have never studied logic reason correctly ? LESSON 11.-Three Parts of Logic. 1. Name the parts of which a syllogism is composed. 2. How far is it correct to say that Logic is concerned with language? 3. What are the three acts of mind considered in Logic? Which of them is more especially the subject of the Science? 4. Can you state exactly what is meant by a general notion, idea, or conception ? 5. How do the Nominalists, Realists, and Concep tualists differ in their opinions as to the nature of a general notion ? 6. What is the supposed fourth part of Logic? LESSON III.-Terms. 1. Define a name or term. 2. What is a categorematic term ? 3. Explain the distinction between a collective and a general term. 4. Distinguish the collective and distributive use of the word all in the following : (1) Non omnis moriar (i.e. I shall not all die). Tennyson. do all things). Act, ingratitude, home, hourly, homeliness, intro duction, individuality, truth, true, trueness, yellow, yellowness, childhood, book, blue, in tention, reason, rationality, reasonableness. 6. Define a negative term, and mention the mark by which you may recognise it. 7. Distinguish a privative from a negative term, and find some instances of privative terms. 8. Describe the logical characters of the following terms, with the precautions given at p. 26. Consciousness Sect Lord Chancellor Nation Vegetable Kingdom Institution Light Observation Tongue Air Mentor Retribution Solemnity Insignificant Language Understanding Brilliant Adornment Geology Demeanour Resemblance Departure Nestor Alexander LESSON IV.-Ambiguity of Terms. 1. Define univocal terms, and suggest some terms which are perfectly univocal. 2. What are the other names by which equivocal terms are often called ? 3. Distinguish the three kinds of ambiguous terms, and find instances of each. 4. Distinguish the three causes by which the third and most important class of ambiguous terms have been produced. 5. Explain the ambiguity of any of the following terms, referring each to its proper cause, and tracing out as far as possible the derivation of each separate meaning from the original meaning. Bill Minister Subject Letter Star Pole Law Reason Sensation Bed Bowl End Division Ball Kind Bolt Class LESSON V.-Twofold meaning of Terms. 1. Distinguish very carefully the meanings in ex tension and intension of the termsQuadruped, railway, human being, engine, moun tain, Member of Parliament. 2. Enumerate the synonyms or other names used instead of extension and intension. 3. According to what law is the quantity of extension connected with the quantity of intension ? Show that the law holds true of the following series of terms(1) Iron, metal, element, matter, substance. (2) Matter, organized matter, animal, man. (3) Ship, steamship, screw-steamship, iron screw steamship, British iron screw steamship. (4) Book, printed book, dictionary, Latin dic tionary. 4. Distinguish between the connotation and deno tation of a term. 5. Select from the list of terms under Lesson II., Question 8 (p. 297), such terms as are non-con notative according to Mr Mill's views. 6. Arrange the following terms in series as in ques tion 3, placing each term of greater extension before a term of less extension. Point out which are the terms of greatest and least inten sion in each series. Emperor Animal Planet Mammalian Matter Solicitor Quadruped Organized substance Being Napoleon III. Episcopalian LESSON VI.—Growth of Language. 1. Trace out the generalization or specialization which has taken place in any of the following words : |
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