8. Contrast the chief Palæontological characters of

the Mesozoic and the Palæozoic Rocks.

9. What genera chiefly characterises the Cambrian

and the Silurian beds, with their subdivisions ?

10. Give the generic characters, and range in time, of

Ampyx, Orthis, Ogygia, Favosites, Pentamerus,
Spirifera, Halysites, Graptolites, Diplograpsus.

DEDUCTIVE LOGIC.

Professor Laurie.

1. What meaning is attached by Keynes to “conno

tation?” Are names of attributes connotative? Give reasons for your answer.

2. How should weunderstand the sign “some” as used

in the traditional forms of proposition ? Prove your answer by referring to the relations of

propositions set forth in the square of opposition. 3. What advantages have been claimed for the explicit,

quantification of the predicate, and what objections have been urged against it?

4. On what principles would you proceed in reducing

alternative propositions to conditionals or hypotheticals ? Illustrate by the following propositions :-(a) Every Act of Parliament is either useful or mischievous; (b) Either rain must fall or the country will be impoverished.

5. Detect, and point out, any offences against the

general rules of syllogism implied in arguments (a) in figure 1 with a negative minor premiss ; (b) in figure 2 with affirmative premisses; (c) in figure 3 with negative minor premiss; (d) in figure 4 with affirmative minor premiss and universal conclusion.

6. Give examples of the different moods of hypothetico

categorical syllogism, and mention the fallacies to which this kind of reasoning is peculiarly subject.

7. What, if any, is the value of the fourth figure? Is

it true that “the fourth figure is only the first with a converted conclusion ?”

8. State the following in syllogistic form, and point

out fallacies, if any :-(a) Examinations are not necessarily adequate

tests of mental power, for mental power and the ability to work rapidly under stimulus do not

necessarily go together. (6) All who are in favour of women's suffrage

think that women have not hitherto been treated fairly. Since you agree that women have not been treated fairly, you should in consistency

support women's suffrage. (c) Those who possess industry and ability must

succeed; but some students have not these

qualities and must, therefore, prove unsuccessful. (d) The regulation of rates of interest should not

be attempted by law; for any law to this effect is mischievous if it restricts enterprise and useless if it be not obeyed.

AA

9. The contents of a certain warehouse consist of

goods which are either cotton or woollen, or a mixture of both. When the goods are devoid of wool, and then only, they are imported goods of small value. What information can you draw from these premisses—(a) about the imported goods in which cotton is found, (6) about the goods which are free from cotton and not imported ? Work out this question by Jevons's Indirect Method.

INDUCTIVE LOGIC.

Professor Laurie.

1. “All attributes are to us nothing but either our

sensations and other states of feeling, or something inextricably involved therein.' Explain Mill's position here.

2. State, as fully as you can, the value attached by

Mill to the syllogism as a test of truth.

3. Show the importance of the axiom of the Uni

formity of Nature to the inductive logician. Can you reconcile this axiom with the statements that we do not always expect uniformity in the occurrence of events, and that the course of nature is infinitely various ?

4. To what extent is the Law of Causation affected by

5. Discuss the value of the Method of Residues (a) as a method of resea

search, and (b) as a criterion of proof. 6. Point out difficulties of induction arising from the

intermixture of effects. How inay these difficul

ties be surmounted ? 7. “The limits of Explanation are the limits of

Induction.” Explain this statement. Can these limits be exactly indicated, or can any general

assertion be made about them? 8. Discriminate between different classes of empirical

laws, and show the kind of evidence of which each is susceptible.

MENTAL PHILOSOPHY.

SECOND YEAR.

Professor Laurie. 1. State, as precisely as you can, the leading charac

teristics of the three great classes into which mental phenomena have been commonly divided. What is meant by the unity of these classes in

consciousness ? 2. Mention different forms of reflex or involuntary

attention. To what extent is it true that attention

intensifies a mental state ? 3. Show the importance of muscular movements and

local signs in perception.

4. How did Descartes endeavour to meet the doubt

that, in our perceptions of the material world, we might be the victims of continual error ?

5. Trace the influence of Descartes on Locke's dis

tinction between primary and secondary qualities.

6. Examine Spinoza's account of the relation between

mind and body, showing how this followed from the fundamental tenets of his philosophy.

7. Show the importance of the principle of the

uniformity of nature to the Berkeleian idealism,

adding any comments. 8. What were the preliminary assumptions of Hume's

sceptical philosophy? How did be apply these to the question of personal identity ?

9. How was Kant led to hold that the categories are

applicable only to phenomena of sense, and are yet independent of experience ?

MENTAL PHILOSOPHY.

THIRD YEAR.

Professor Laurie. 1. Examine the grounds on which Baldwin takes

exception (a) to the theory of the relativity of consciousness, and (b) to the assertion that every state of consciousness is the feeling of a relation between subject and object.