24. Why is defining important in school work! Suggest means by which you would secure an interest in logical definition among young pupils.

25. What is the value of defining to the teacher who is interested in educational problems?

26. Discuss and elaborate the proposition that neither logic nor psychology can solve the petty details of the school-room. Do you consider this proposition true, and if so, why? If true, does the proposition imply that they have no value in the teacher's preparation? Give reasons for your view.

EXERCISES ON CHAPTER XX

1. Cite one instance of analysis and synthesis in the teaching of each of the following subjects (be specific): language, geography, arithmetic, nature-study, history.

2. Name topics in the above subjects that involve abstraction on the part of elementary-school pupils.

3. Indicate topics from the above branches involving relationships between systems of knowledge ("correlation"), such, for example, as the relationship of a fact of history to a fact of geography (be specific).

4. Indicate a lesson in which the teaching should be mainly inductive, and show why. Another in which it should be mainly deductive, and give your reasons. Was the method exclusively inductive or deductive?

5. Select topics from history, nature-study, and geography, and use in each case the scheme of division that you deem most appropriate. Give your reasons for your preference.

6. Select four types from various subjects and show that they conform to the suggestions about the selection of types.

7. Imagine a typical fallacy that a child might make in some lesson, state it as you would imagine that the child would, and show how you would make him see and correct his reasoning.

8. Imagine a lesson in which you are aiming at a verbal statement of a definition, and show how you would lead the child to define correctly.

9. Try to frame a careful logical definition of any five of the terms mentioned on pp. 313 (bottom) and 314.

BIBLIOGRAPHY

The subjoined list is not intended to do more than call attention to such of the more recent works on logic as will prove most helpful to the general student.

Aikins. The Principles of Logic. Henry Holt & Co., New York, 1902.

Bain. Logic, Inductive and Deductive. 2 vols. Longmans, Green & Co., London, 1902.

Baldwin. Thoughts and Things: A Study of the Development and Meaning of Thought, or Genetic Logic. 3 vols. (2 published). The Macmillan Co., New York.

Bosanquet. The Essentials of Logic. London, 1895.

Bosanquet. Logic or the Morphology of Knowledge. 2 vols. Oxford, 1888.

Bradley. The Principles of Logic. London, 1886.

Buck. Argumentative Writing. Henry Holt & Co., New York,

1901.

Creighton. An Introductory Logic. The Macmillan Co., New York, 1904.

Dewey. Studies in Logical Theory. The University of Chicago Press, 1903.

Fowler. Logic, Deductive and Inductive. Oxford, 1895.

Hibben. Inductive Logic. Charles Scribner's Sons, New York, 1904.

Hibben. Logic, Deductive and Inductive. Charles Scribner's Sons, New York, 1905.

Hyslop. Elements of Logic. Charles Scribner's Sons, New York, 1905.

Jevons. Elementary Lessons in Logic. The Macmillan Co., New York, 1895.

Jevons. The Principles of Science. Macmillan & Co., London, 1892.

Jevons-Hill. Elements of Logic. American Book Co., New York.

Lafleur. Illustrations of Logic (Exercises only). Ginn & Co., Boston, 1899.

Lotze. Logic. Translated by B. Bosanquet. 2 vols. Oxford, 1888.

Mill. A System of Logic. 2 vols. Longmans, Green & Co., London, 1904.

Minto. Logic, Inductive and Deductive. Charles Scribner's Sons, New York, 1894.

Sidgwick. Fallacies. Kegan Paul, Trench, Trübner & Co., Ltd., London, 1890.

Sidgwick. The Process of Argument. A. & C. Black, London, 1893.

Sigwart. Logic. Translated by Helen Dendy. 2 vols. Macmillan & Co., London, 1895.

Swinburne. Picture Logic. Longmans, Green & Co., London, 1904.

Venn. Principles of Empirical or Inductive Logic. Macmillan & Co., London, 1889.

Venn. Symbolic Logic. Macmillan & Co., London, 1881.
Venn. The Logic of Chance. Macmillan & Co.

Welton. Manual of Logic. 2 vols. University Tutorial Press,
London, 1904.

Welton. The Logical Bases of Education. Macmillan & Co., London, 1904.

Wundt. Logik. (2d edition, 1896.)

The following books also contain helpful chapters on certain phases of logic:

Bagley. The Educative Process. (Chs. VIII, IX, X.) The Macmillan Co., New York, 1907.

Harris. Psychologic Foundations of Education. (The International Education Series.) (Chs. IX, X, XI.) D. Appleton & Co., New York, 1902.

Hobhouse. The Mind in Evolution. (Chs. XII, XIII, XIV.) Macmillan & Co., London, 1901.

Hobhouse. The Theory of Knowledge. Macmillan & Co., London, 1896.

Horne. The Psychological Principles of Education. (Chs. XII, XIII, XIV.) The Macmillan Co., New York, 1906.

O'Shea. Education as Adjustment. (Ch. XII, § 3.) Longmans, Green & Co., New York, 1903.

Thorndike. Principles of Teaching. (Chs. VIII, IX, X.) A. G. Seiler, New York, 1906.