2. LOGIC RELATED TO OTHER SUBJECTS.

What the mind is may in time be answered satisfactorily by philosophy; what the mind does is described by psychology; what the mind knows is treated by logic. Again: the mind as a whole furnishes the subject matter for psychology, whereas logic is concerned with the mind knowing, aesthetics with the mind feeling, and ethics with the mind willing. Ethics attempts to answer the question, “What is right?” aesthetics, “What is beautiful?” and logic, “What is true?”

Though both psychology and logic treat of the knowing aspect of the mind, yet the fields are not identical. The former deals with the process of the knowing mind as a whole, while the latter is concerned mainly with the product of the knowing mind when it thinks. To be specific: The mind knows when it becomes aware of anything, moreover, this condition of awareness appears in two ways: first, immediately or by intuition; second, after deliberation or by thinking. For example, one may know immediately or by intuition that the object in the hand is a lead pencil, but when requested to state the length of the pencil there is deliberation involving a comparison of the unknown length with a definite measure. It may now finally be asserted that the pencil is six inches long. When we know without hesitation the process involved is intuition, whereas when the knowledge comes after some sort of comparison the mental act is called thinking. It, therefore, becomes the business of psychology to deal with both intuition and thinking while logic devotes its attention to thinking only, and even in this field the work of logic is more or less indirect. The specific scope of logic is the product of thinking or thought.1 What are the forms of thought? What are the laws of thought? Are the several thoughts true? These are the questions which logic is supposed to answer.

For the logician thought has two sources, his own mind and the mind of others. In the latter case thought becomes accessible through the medium of language. There is in consequence a close connection between logic, the science of thought, and grammar, the science of language. Because of this near relation logic is sometimes called the “grammar of thought.”

To study any science properly one must have thoughts and since logic is the science of all thought the subject may be regarded as the science of sciences.

3. LOGIC DEFINED.

“Logic is the science of thought.” This definition commonly given is too brief to be helpful. Should not a definition of any subject represent a working basis upon which one may build with some knowledge of what the structure is to be? The following, a little out of the ordinary, seems to supply this condition: Logic as a science makes known the laws and forms of thought and as an art suggests conditions which must be fulfilled to think rightly.

In justification of the latter definition it may be argued that it covers the topics usually treated by logicians. It is said that a science teaches us to know while an art teaches us to do. As a science logic teaches us to know certain laws which underlie right thinking. For example, the law of identity which makes possible all affirmative judgments, such as “Some men are wise,” “All metals are elements,” etc. Likewise as a science logic acquaints us with certain universal forms to which thought shapes itself, such as definitions, classifications, inductions, deductions. Further, logic lays down definite rules which lead to right thinking. To wit: Because it is true of a part of a class it should not be assumed that it is true of the whole of that class: or, in short, do not distribute an undistributed term.

A possible profit to the student may result from a study of certain authentic definitions herewith subjoined:

It would seem as if there were as many different definitions as there are books on the subject. This is due partly to the disposition of the older logicians to ignore the art of logic and partly to the difficulty of giving in a few words a satisfactory description of a broad subject. In the fundamentals of logical doctrine present-day authorities virtually agree.

4. THE VALUE OF LOGIC TO THE STUDENT.

Logic is rapidly coming into favor as a major subject in institutions devoted to educational theory. Some of the reasons for this change of attitude are herewith subjoined:

(1) Logic should stimulate the thought powers. This is the age of the survival of the thinker. The fact that the man who thinks best is the man who thinks much and carefully will be accepted by those who believe that practice makes perfect. “One needs only to observe the average commuter to conclude that a large percent. of our business men read too much and think too little.” “Much readee and no thinkee” was the reply of a Chinaman when asked his opinion of the doings of the average American. “We as a people are newspaper mad, reading for entertainment, seldom for mental improvement.”

(2) Logic aims to secure correct thought. Are not many of the sins and most of the failures in this world due to incorrect thinking?

(3) Logic should train to clear thinking. It would be difficult to estimate the loss of energy to the brain worker because he has not the power to think clearly. Maximum efficiency is impossible with a befogged brain. How discouraging it is to the student to attempt to get from the paragraph the thought of the author, who in trying to be profound succeeds in being profoundly abstruse. There is a probable need for broad, deep thoughts, but these when placed in a text book should be sharpened to a point.

(4) Logic should aid one to estimate aright the statements and arguments of others. This is of especial value to the teacher who is constrained to teach largely from text books. Because it is found in a book is not proof positive that it is true. Why should we assume that the book is infallible when we know that the man behind the book is fallible?

(5) Logic insists on definite, systematic procedure. To be logical is to be businesslike. Astudy of logic would, no doubt, benefit our churches and parliamentary orders as well as our schools.

(6) Logic demands lucid, pointed, accurate expression. How we would increase our working efficiency could we but express our thoughts in an attractive and interesting manner. To listen to the speeches of some of our great and good men who are concerned in directing the “ship of state” is sufficient argument that the American schools need more logic.

(7) Logic is especially adapted to a general mental training. Despite the swing of the pendulum of public opinion toward the bread-and-butter side of life, there are many of high repute who claim that for the sake of that mental acumen which distinguished the Greek from his contemporaries we cannot afford to sacrifice everything on the altar of commercialism.

(8) Logic worships at the shrine of truth and adds to our store of knowledge. What has aided the world more in its march onward than this deep-seated passion for truth and what has impeded it more than that vain and wanton indifference to truth which brought to the world its darkest age?

5. OUTLINE—

THE SCOPE AND NATURE OF LOGIC.

6. SUMMARY.

(1) The aspects of the mind are knowing, feeling and willing.

The mind is a living unit and never knows without feeling in some way and willing to some extent.

(2) What the mind is must be answered by philosophy; what the mind does by psychology and what the mind knows by logic.

Psychology treats of the mind as a whole, logic of the mind knowing, aesthetics of the mind feeling and ethics of the mind willing. Ethics answers the question, What is right? Aesthetics, What is beautiful? Logic, What is true?

The standpoint of logic is not identical with any particular portion of psychology.

The mind knows in two ways: (a) by intuition, (b) by thinking. Thinking is a process—thought a product. Logic deals indirectly with the former and directly with the latter.

Generally speaking, logic is a systematic study of thought. For the logician thought has two sources: (a) his own mind and (b) spoken or written language.

Because of the ambiguity of language logic has much to do with it as a faulty vehicle of thought.

(3) Logic as a science makes known the laws and forms of thought and as an art suggests conditions which must be fulfilled to think rightly. Author.

“Logic may be defined as the science of the conditions on which correct thoughts depend, and the art of attaining to correct and avoiding incorrect thoughts.” Fowler.

In the fundamentals of logical doctrine present day logicians virtually agree.

(4) Logic should stimulate the thought powers; secure correct and clear thinking; aid in the estimation of arguments; inspire definite, systematic procedure; demand lucid, pointed, accurate expression and be especially adapted to general mental discipline.

Logic adds to our store of knowledge and develops a passion for the truth.

7. REVIEW QUESTIONS.

8. QUESTIONS FOR ORIGINAL THOUGHT AND INVESTIGATION.