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