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).
(2) "All men find their own in all men's good,

And all men join in noble brotherhood."

Tennyson.

(3) Non omnia possumus omnes (i. e. we cannot all do all things).

5. Which of the following are abstract terms?

Act, ingratitude, home, hourly, homeliness, introduction, individuality, truth, true, trueness, yellow, yellowness, childhood, book, blue, intention, 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.

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.

LESSON V.-Twofold meaning of Terms.

1. Distinguish very carefully the meanings in extension and intension of the terms

Quadruped, railway, human being, engine, mountain, 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 denotation of a term.

5. Select from the list of terms under Lesson III., Question 8 (p. 297), such terms as are non-connotative according to Mr Mill's views.

6. Arrange the following terms in series as in question 3, placing each term of greater extension before a term of less extension. Point out which are the terms of greatest and least intension in each series.

LESSON VI.-Growth of Language.

1. Trace out the generalization or specialization which has taken place in any of the following words :

Kind, genus, class, species, order, rank, Augustus, president, speaker, Utopia, rock, Commons, doctor.

2. Point out metaphors derived from the notions of weight, straightness, rock, wind.

3. Distinguish as accurately as possible the meanings of the following synonyms:

Sickness, malady; mud, mire; confutation, refutation; boundary, limit; mind, intellect; recollection, reminiscence; procrastination, dilatoriness; converse, reverse, obverse, inverse. 4. Form lists of all the words derived from any of the following roots :

(1) Tendere, to stretch, as in intention, attention.
(2) Ponere, to place, as in position, supposition.
(3) Genus, tribe or kind, as in genus, generation.
(4) Munus, gift, as in remuneration, common (Latin,
Communis).

(5) Modus, shape or fashion, as in mood, moderate.
(6) Scribere, to write, as in scribe, inscription, de-

scribe.

(7) Capere to take, as in deception, incipient.

LESSON VII.-Leibnitz on Knowledge.

1. What are the characters of perfect knowledge? 2. Describe the character of the knowledge which we have of the following notions or objects :

A syllogism.

Electricity.
Motion.

A triangle.

Eternity.

The weight of the earth (5852 trillions of tons).

The colour of the sky..

3. Explain exactly what you mean by intuitive knowledge.

LESSON VIII.-Propositions.

1. Define a proposition, and name the parts of which it is composed.

2. How are propositions classified?

3. Name the four kinds of categorical propositions, and their symbols,

4. Under which classes are singular and indefinite propositions placed?

5. Enumerate the most usual signs of the quantity of a proposition.

6. What are modal propositions according to early logicians, and according to Thomson?

7. How far do logicians consider propositions with regard to their truth or falsity?

LESSON IX.-Opposition of Propositions.

1. State the quantity of the subject and predicate in each of the propositions A, E, I, O.

2. Select out of the following propositions, pairs of contrary, contradictory, subaltern, and subcontrary propositions :

(1) Some elements are known.
(2) No elements are known.

(3) All elements are known.
(4) Not all elements are known.
(5) Some elements are not known.
(6) All elements are not known.

3. What propositions are true, false, or doubtful,

(1) when A is false,

(2) when E is false,

(3) when I is false,

(4) when O is false?

4. Prove by means of the contradictory propositions