5. Give examples, in significant terms, of arguments in Camestres, Bocardo, and Dimaris, proving each by indirect reduction.

6. "Given two valid syllogisms in the same figure in which the major, middle, and minor terms are respectively the same, show, without reference to the mnemonic verses, that if the minor premisses are contradictories the conclusions will not be contradictories."

7. Under which class of Fallacies would you place ignoratio elenchi? Describe in detail different forms of this fallacy.

8. Examine the following arguments, stating them in syllogistic form, and pointing out fallacies, if

any:

(a) Extravagance is productive of evil; frugality is the opposite of extravagance, and we may therefore infer that it is productive of good. (b) The contempt which some persons express for classical learning might be inferred from their ignorance of it, for none who have acquired such knowledge can despise it.

(c) You cannot assert that all learned men are wise, if you admit that some of them are unversed in practical affairs, and at the same time that no one who is not skilled in practical affairs is wise. (d) American firms who can sell implements at low prices in Australia have built up their business under a protective tariff, which is a proof that we have only to act as America has done to have our Australian implements produced as cheaply.

9. The examination of a group of objects shows that (1) where the property B is present, the properties A, C, and D are either all absent, or one of them alone is absent, and that, if they are all absent, B is present; (2) where A is present, C and D are both absent, or one of them is present and the other absent; (3) where A is absent, we have B only, or in its absence Cand D together. What can be inferred about CD; and what about cd? Work this question by Jevons's Method of Indirect Inference.

INDUCTIVE LOGIC.

The Board of Examiners.

1. Show the nature and value of each of the following: (a) Complete definition, (b) Essential but incomplete definition, (c) Accidental definition.

2. "The experience which justifies a single prediction must be such as will suffice to bear out a general theorem." Explain this statement, adding any

comments.

3. How does Mill seek to reconcile trains of reasoning with the statement that the real premisses in all reasoning consist of individual observations? Comment on his doctrine.

4. Mention, and characterise fully, the so-called Inductions to which Mill would refuse that

name.

5. "The notion of cause is the root of the whole theory of Induction."-(Mill). "In Mill's System of Logic the term cause seems to have re-asserted its old noxious power."-(Jevons). Discuss the question here raised.

6. Consider the value of the Joint Method of Agreement and Difference as stated by Mill.

7. Show the difficulties of investigation arising from the intermixture of effects. In what sciences are these difficulties most conspicuous, and by what methods may they be most effectively

treated?

8. Explain the connexion of Hypotheses with the Inductive Methods. To what extent does

Hypothesis depend on analogy?

9. What is meant by the statement that two or more phenomena are conjoined by chance. By what means would you seek to ascertain whether an apparently casual conjunction does, or does not, exemplify a law?

MENTAL PHILOSOPHY.

SECOND YEAR.

The Board of Examiners.

1. Examine, in detail, the statement that "attention intensifies a mental state."

2. What justification has been offered of the usual division of mental facts into three great classes?

And in what sense may it be said that these classes are one in consciousness?

3. Analyse, psychologically, the visual perception of

space.

4. Distinguish between passive and active imagination, and describe various factors or moments in the latter process.

5. What, according to Descartes, is the essence of material things, and what the real distinction between the mind and the body of man? Trace the historical influence of his doctrine.

6. Show briefly (a) the destructive aspect, and (b) the constructive aspect, of Berkeley's idealism.

7. Examine the position of Hume with reference to (a) cause, (b) personality.

8. In what sense may space, according to Kant, be regarded as subjective? In what sense as objective? Examine his position critically.

9. Reproduce Kant's comparison of the aims of General and of Transcendental Logic.

MENTAL PHILOSOPHY.

THIRD YEAR.

The Board of Examiners.

1. Show the relation of Attention to sensation, movement, intellect, and feeling, examining in your answer the statement that "attention intensifies a mental state."

2. Analyse, psychologically, the visual perception of Space. Distinguish between the psychological

and the philosophical problems of our knowledge of Space.

3. "With Descartes," it has been said, "the ontolological argument goes hand in hand with the anthropological, which rests on human selfknowledge.' Examine this statement.

4. What, according to Descartes, is the essence of material things, and what the real distinction between the mind and the body of man? Consider his doctrine in itself and in its historical influence.

5. Reproduce Kant's comparison of the aims of General and of Transcendental Logic, and show its importance.

6. Explain Kant's statement, with reference to the Rational Psychology of his day, that the transcendental doctrine of the soul contains four