INTRODUCTION OF 1848.
PREFACE OF 1866.
A LOGIC OF FACTS.
| CHAPTER I. | THE LOGIC OF THE SCHOOLS |
| CHAPTER II. | LOCKE-LOGIC |
| CHAPTER III. | LOGICAL TRUTH |
| CHAPTER IV. | DISCOVERY OF TRUTH |
| CHAPTER V. | FACTS |
| CHAPTER VI. | SCIENCE |
| CHAPTER VII. | PROPOSITIONS |
| CHAPTER VIII. | DEFINITIONS |
| CHAPTER IX. | SYLLOGISMS |
| CHAPTER X. | INDUCTION |
| CHAPTER XI. | DETECTION OF FALLACIES |
| CHAPTER XII. | SCEPTICISM |
| CHAPTER XIII. | INTELLECTUAL DARING |
| CHAPTER XIV. | IDOLS |
| CHAPTER XV. | ILLUSTRATIVE EXERCISES |
| CHAPTER XVI. | TECHNICAL TERMS |
The Logic of the Schools, however indispensable in its place, fails to meet half the common want in daily life. The Logic of the Schools begins with the management of the premises of an argument; there is, however, a more practical lesson to be learned in beginning with the premises themselves. A thousand errors arise through the assumption of premises for one arising in the misplacement of terms. The Logic of the Schools is an elaborate attack upon the lesser evil.
Sir James Mackintosh has remarked that 'Popular reason can alone correct popular sophistry'—and it is in vain that we expect amendment in the reasoning of the multitude, unless we make reasoning intelligible to the multitude. As to my object, could I, like Gridiron-Cobbet