Sameer oe TRADITIONAL LOGIC Advanced Formal Logic BOOK II By Martin Cothran CLASSICAL TRIVIUM CORE SERIES |Traditional Logic: Book I Advanced Formal Logie Copyright © 2000 Memoria Press ISBN: 1-930953-12-7 4103 Bishop Lane, Louisville, Kentucky 40218 www.memoriapress.com Allrights reserved. No partof this book may be reproduced in any form, by any means without written permission from the publisher.Table of Contents Note To the Teacher | Further Study of Simple Syllogisms Chapter 1: Figure in Syllogisms Chapter 2: Mood in Syllogisms Chapter 3: Reducing Syllogisms to the First Figure. Chapter 4: Indirect Reduction of Syllogisms ...... Arguments in Ordinary Language Chapter 5: Translating Ordinary Sentences into Logical Statements Chapter 6: Enthymemes . Bie Case Study: Rene Descartes: ink, therefore, | am’ Hypothetical Syllogisms Chapter 7: Conditional Syllogisms eae eter ig ets Ob: Case Study: Plato: The Power of Love Chapter 8: Disjunctive Syllogisms .. Case Study: ©. S. Lewis: The Trlemma: The Deity of Chris Chapter 9: Conjunetive Syllogisms Case Study: The Bible: “You cannot serve both God and mammon* 69 .81 Complex Syllogisms Chapter 10: Polysyllogisms and Aristotelian Sorites .... Case Study: Seneca: “The Life of Virtue” Chapter 11: Goclenian Sorites and Conditional Sorites ....... Case Study: William Shakespeare: “Thou art in a parfous state, Shepherd” Chapter 12: Epicheirema....... . 109 Case Study: St, Thomas Aquinas: The Cosmological Argument for the Existence of God Chapter 13: The Dilemma ...........222.5 dee sere eee1 9. Case Study: David Hume: The Problem of Evil The Logic of Relations Chapter 14: The Oblique Syliogism . Case Study: John Cassian: Is Mary the Mother of God? Chapter 15: Review... 2.2... cece eeeeereeeeeees Selections from Lewis Carroll, Wiliam Shakespeare, St “Paul and St. Thomas Traditional LogicThe two books together constitute a complete course in formal logic at the junior and senior high school levels. Note to the Teacher I To the Teacher _—________ What This Book Covers. This book is a continuation of Traditional Logic, Book I: An Introduction to Formal Logie, and presupposes a knowledge of the material in that book. ‘The two books together constitute a complete course in formal logic at the junior and senior high school levels. Book I covers the three acts of the mind involved in logic: simple apprehension, judgement and deductive inference. In this book, we continue the study of deductive inference with the treatment of figure and mood in simple syllogisms, complex syllogisms and hypothetical reasoning, We also have one chapter on the oblique syllogism, which is a variant of the traditional categorical syllogism. Like the first book, daily exercise sets are given at the end of each chapter to ensure comprehension and mastery of the material at every level. It has always seemed to me that logic instruction books are plagued by one or both of two problems: they are either too diffi- cult for use al the high school level, or they are so simplified and cursory in their treatment that they do not constitute a truly compre- | hensive and rigorous course in the subject. The structure of the exercises in this book is meant. to remedy both problems by guiding the student through sometimes difficult material in such a way as to make the learning of it as simple and straightforward as the subject itself allows. If I have done my job right, then whatever difficulties encountered will not be because of poor presentation, but because of the inherent complexity of the material. One marked difference betweon this and the first book is the inclusion of more “real life” contemporary examples of arguments in | the exercises. I intentionally avoided them in Book I because 1 wanted the student to concentrate on the form of arguments to the exclusion of all else. We continue the study of form in this book, of course, but the student should be more prepared at this point in his understanding of logic to accommodate a wide variety and complexity of content. ‘The examples in the chapters themselves continue toee Fe |? Note to the Teacher concentrate on simple examples, most of them theological or philo- sophical in content. But, beginning in chapter 6, the student, is intro- Gucod to examples that have political and social relevance. ‘Several additional features differentiate this from the earlier book, including writing assignments at the end of each chapter and caso studies in the later chapters of tho book. ‘The writing assign- ments are optional, of course, but they provide an excellent way to intograte logic, history, philosophy, religion and writing. The case studies show the relevance and importance of logic in history, litera- ture, religion and philosophy. ‘These are some of the notable ox- amples of how the argument forms covered in this book have been ‘ised by the great thinkers of the Western world to deal with issues that many times transcend the time and circumstance in which they T were uttered. ‘They are meant to inspire the individual teacher to find he case such examples himself. In fact, the good teacher will collect many studies show | more as his years of experience in teaching logic grows. the relevance | Whom This Book is For. Both this and the previous book and importance i were written with junior high and senior high students in mind. The | of logic in { first book is meant to easily accommodate 7th and 8th graders. These history, students, however, will find this book more difficult going than the literature, first. It is not, however, out of the reach of exceptional 7th and 8th ae graders, although it is probably best suited for use at about the 9th religion and grade. Students with training in classical subjects such as Latin will philosophy. be the best prepared for this logic program, Some Suggestions on Using This Book. I would like to make several suggestions to both the home schooling parents and the classroom teachers who use this book. ‘The first has to do with chal- Ionges posed by the presentation of more difficult material Because of the level of difficulty Book IT will take relatively longer than Book J, Families and schools using the book over the course of one year will probably want to finish Book I before the end of the first semester to allow several extra weeks to cover the material in Book TI, Those that have used a semester to cover Book I might consider skipping one or two chaptera in the books (Chapter 4 in Book II, for example, is not essential to the subsequent material.) Either book, of course, could be used as the basis for year-long rather than a one- semester course. ‘Suggestions on Classroom Discussion. My own class- room experience has convinced me that nothing gets a student's ‘attention more than the discussion of thorny religious, philosophical and social issues. T never plan for these in my own classroom presen tation, partly because I teach in a cottage school environment where I only have one hour a week with the students, and partly because of my own teaching style. ‘These issues do seem to come up on a regular basis—either from a student who has seen or heard something rel- evant that interests him, or from me, when I have heard something on the radio or read something in the newspaper that exemplifios some | form of argument we have studied ' iiTe wilt always be the teacher and the student who will find the most relevant topics for discussion. iii Ge Note to the Teacher Ca Although the case studies are meant, in part, to engender some of this kind of discussion, the most relevant topies cannot be included in this book, since the shelf life of most relevant issues, particularly political and social issues, is very short. That is, of course, the problem with trying to be relevant: One becomes irrelevant rather quickly. While we have included many examples in this book that are standard topies in many Christian and home schools, it will always be the teacher and the students who will find the most relevant topics for discussion, Simply reading the daily newspaper and listening to the news will yield a treasure trove of argument forms (valid and invalid) for profitable classroom discussion. In this age of symbolic media such as television, which dulls the rational faculties, the teacher will have done the student a favor if, during the course of the class, he (the student) acquires the habit of analyzing everything he sees, hears and reads. One excellent way to foster interest in the subject of logic is to arrange to have the students all read the same material outside of class. Having them all read a particular columnist in the local news- paper or in a magazine (Christian families and schools might consider sources such as World magazine) would be an excellent way to pro- vide a common fund of material to facilitate discussion and to engen- der competition in identifying arguments. When a classroom discussion builds a head of steam, and students begin to address one another, I have found that the teacher can calmly retreat to the board and begin writing down the arguments being expressed by the most vigorous proponents of each position. It doesn’t take the students long to realize that the logical skeleton of their arguments has been set down in very clear terms. Sometimes they like what they see, but more often they are forced to qualify their statements and sometimes take them back. In either case, they have been forced to logically analyze what they have said. ‘These situa- tions make for very teachable moments. The teacher will notice that there are many exercises in this book | that require the student to construct arguments of the form being studied. These exercises are extremely important, since they force the student to analyze the structure of the argument form he is studying. These exercises are also useful in the classroom, Teachers might, for example, with a few minutes left in class, ask students to create a syllogism in whatever argument form they are studying. As soon as they have done it correctly (and no sooner), they can be dis- missed. I have used this technique to great benefit. Traditional Logic vs. Modern Logic. I would also like to say something about the relationship between traditional and modern symbolic logie, since I anticipate questions from some about material covered in other programs that is not covered here. Truth tables, for example, and other features of the calculus of modern logic are things T have chosen not to cover in this program in favor of a more tradi-Note to the Teacher tional approach to the subject. ‘There are several reasons for this. ‘Traditional logic is based on metaphysical realism; in its empha- sis on terms and their relationships, it assumes that terms stand for coneepts and concepts for real essences. In other words, in the peren- nial debate over how we can know anything, traditional logic very plainly assumes that things are and that, we can know them as they fare, Modern logie, on the other hand, assumes a sort of metaphysical nominalism; that is, the idoa that terms are merely labels, invented | for our convenience, but not necessarily signifying anything real. ‘This creates problems too technical to delve into here. Suffice it to say that this book is based on the older and more philosophically sound approach which is, in my opinion, much more closely in accord with the Christian worldview. That is not to say that I think a study of modern logic is not profitable. I do believe, however, that a student will profit more from it if he already has a solid grounding in a sys- tem with correet assumptions. Acknowledgments. The material for this book was based on a number of important sources. Among the most important are: Formal Logie, by Jacques Maritain; Basic Logic, by Raymond McCall; and perhaps the most helpful book T have come across on the subject of logic, Introduction to Logic, by Andrew H. Bachhuber, 8. J. I have tried not to directly lift anything from these books, although a few examples will seem extremely familiar to anyone who has read these books. Ihave also used the same breakdown for translating ordinary language arguments that: is used in Philosophy Made Simple, by Richard H, Popkin and Avrum Stroll, a book that contains one of the best short presentations of traditional logic available. T would also like to thank the students in my logic classes over the past years for their help in pointing out mistakes in the class notes which formed the basis for this book. I would like particularly to thank Ruth John, one of my veteran students who helped proof the book. But it is Cheryl Lowe of Memoria Press who, with the excep- tion of myself, has spent more time than anyone else on the book But despite the many hours Cheryl has spent finding my errors, there are undoubtedly a few we missed. Anyone finding mistakes in the book is welcome (and encouraged) to bring them to our attention. T would also urge parents and teachers using this book to share their suggestions for teaching the material. Both of these things can be done by visiting our website at: www.memoriapress.com. We will try to incorporate all of your suggestions in some way, cither in a future revision of the book or through online helps. ‘Training in logic will provide a student with a lifelong habit of mind which he will take with him into every activity in his life that involves thought—which is to say, every activily. Not everyone becomes a scientist, or accountant, or teacher, but everyone has to think, And there is no better way to prepare for this universal occu- pation than the study of logic. Martin Gothran This book is based on the older and more philosophically sound approach which is, in my opinion, much more closely in accord with the Christian worldview. ivPan @> ate “Logic is the anatomy of thought.” —John Locke: Figure in Syllogisms Introduction. Now that we have mastered the rules of validity for categorical syllogisms, we turn to figures and moods. Categorizing syllogisms according to figure and mood will deepen our understanding of the syllogism and give us a short cut in determining validity. ‘The figure of the syllogism can be defined as follows: ‘The figure of a syllogism is the disposition (or location) of terms in the premises. ‘The figure of a syllogism is determined by the position of the middle term. There are four figures in all. ——___ Review of Terms. In order to properly understand syllo- gistic figures, we must remember the terms in a syllogism and the letters that designate them. We must remember that the letter P designates the major term (which is the predicate of the conelusion) The letter S designates the minor term (which is the subject of the conclusion); and the letter Mf designates the middle term (which is the term that appears in both premises, but not in the conclusion. We must also remember that the promise that contains the major term (which we call the major premise) always comes first. Thus, a typical syllogism might look like this: A Mis P AISis M Therefore, all Sis P ‘The location of M (the middle term) in each premise will tell us what figure the syllogism is in. The First Figure. In a syllogism of the First Figure, the middle term is the subject in the major premise and the predicate in the minor premise, We call this figure sub-prae, which is short for Traditional Logie The figure of a syllogism is the disposition (or location) of terms in the premises.We must also remember that the major premise always put first in a syllogism. Chapter 1 Ce subjectum-praedicatum, which is Latin for subject-predicate—the subject being the place of the middle term in the major premise and predicate being the place of the middle term in the minor premise. An example of a sub-prae or First Figure syllogism would be: ‘All human beings are mortal” All boys* are human beings!" Therefore, all boys are mortal” Sub-prae. You ean see that the middle term is the subject in the major @ premise and the predicate in the s minor premise. Therefore, it is s P sub-prae. The Second Figure. In a syllogism of the Second Fig- ure, the middle term is the predicate in the major premise and the predicate in the minor premise. We term this figure prae-prae, which is short for praedicatum- praedicatum, which is Latin for predicate-predicate, the predicate boing the place of the middle term in both premises. An example of a prae-prae or Second Figure syllogism would be: All men’ are mortal" No angels! are mortal ‘Thersfore, no anges! are men? Prae-prae- You can see that the middle P term is the predicate in bath the s major and minor premises of this s P argument, Therefore, this syllo- gism is prae-prae. ‘The Third Figure. In a syllogism of the Third Figure, the middle term is the subject in the major premise and also the subject in the minor premise: We term this figure eub-sub, which is short for subjectum- subjectum, the subject being the place of the middle term in both premises. An example of a sub-sub or Third Figure syllogism would be: All human beings! are mortal” Some human beings" are boys? Therefore, some boyst are mortal? Here the middle term is the subject in both the major and minor premises of the argument. Therefore, this syllogism is sub- sub. Sub-sub- wHD ‘Traditional LogicChapter 1 ‘The Fourth Figure (Indirect First). ‘There is also what some have called a Fourth Figure, However, Fourth Figure syllo- gisms are actually just another form of the First. They are what we will call the Indirect First. In a Fourth Figure syllogism, the middle term is the predicate in the major premise and the subject in the minor premise. In other words, a prae-sub. We say it is not a figure in and of itself but only a | form of the First because the only difference between it and the First is in the grammar of the syllogism; the arrangement of the words only makes it look different, but logically it is the same. ‘An example of the Fourth Figure would be: | ‘All Romans" are men"* All men” are mortal? ‘Therefore, some mortals! are Romans? logicians think As you can see, the middle term (men) is the predicate in the the Fourth major premise and the subject in Figure is Prae-sub_______________ the minor premise. : distinct from ‘This Fourth Figure is some- ® @ times called the Galenie figure the First, S decause it was Claudius Galen, Aristotle and all s P who lived from 181 A. D. to about the rest of the 200 A. D., who first considered ancient that it was a separate figure. Galen was considered the chiof author- s ity on medicine for over a thousand years. But while Galen and many logicians modern logicians think the Fourth Figure is distinet from the First, thought it was Aristotle and all the rest of the ancient logicians thought it was only only another form of the First. We will side with the ancients and coneontrate primarily on the first three figures. However, we do encounter syllogisms in this form, | the First. 0 we need to be prepared to handle them. another form of How to Remember the Figures. There are many Latin sayings that logicians in the Middle Ages invented to help us to remember certain things in logic. The Latin saying that helps us to remember figures goes like this: ‘Sub-prae prima, bis prae secunda, tertia sub bis. It means, Sub-prae first, prae twice second, sub twice third. In other words, sub-prae is the First Figure, prae-prae (prae twice) is the Second, and sub-sub (sub twice) is the Third. By memorizing this saying, you will be able to remember where the middle term is in each of the three figures. Summary. This chapter concerns the figure of syllo- gisms. The figure of a syllogism is defined as the disposition of terms in the premises. 'The terms in a syllogism can be arranged in one of three (some would say four) different ways. We identify the figures ‘Traditional Logic 3We identify the figures according to the location of the middle term. Chapter 1 P according to the location of the middle term. A syllogism in which the middle term is the subject in the major premise and the predicate in the minor premise is called a sub-prae or First Figure syllogism. A syllogism in which the middle term is the predicate in the major premise and the predicate in the minor premise is called a prae-prae or Second Figure syllogism. A syllogism in which the middle term is the subject in the major premise and the subject: in the minor premise is called a sub-sub or Third Figure syllogism, There is also an Indirect First Figure, which some logicians have considered to be another figure altogether—a Fourth Figure syllogism. Its middle term appears in the predicate of the major premise and in the subject of the minor premise, making it a prae-sub. But it only looks like a different figure and is really just a form of the First. ‘Traditional LogieDaily Exercises for Chapter 1 Exercises for Day I. Peruse entire chapter. Then read the introductory section at 1, What are we discussing in this chapter? 2, Explain what the word figure means as used in this chapter. 3, How many figures are there? 4. What is disposition? Read section titled, "The First Figure." Read it carefully. 5. What is the Latin term for a syllogism in the First Figure? 6. How do we know a syllogism is in the First Figure? 7. Fill in the following chart: First Figure (sub-prae) Mis the (Gubject or predicate) in the major premise Mis the (subject of predicate) in the minor premise 8, Show, using the symbols §, P and M, how a sub-prae syllogism is constructed. 9. Construct a sub-prae syllogism using different terms than the ones in the text. Exercises for Day 2. Read section titled, “The Second Figure.” Read the entire section carefully. 10, What is the Latin term for a syllogism in the Second Figure? 11, How do we know a syllogism is in the Second Figure? 12. Fill in the following chart: ‘Second Figure (prae-prae) Mis the in the major premise Mis the in the minor premise 18. Show, using the symbols S, P and M, how a prae-prae syllogism is constructed, 14. Construct a prae-prae syllogism using different terms than the ones in the text. Read section titled, "The Third Figure.” Read it carefully. 15. What is the Latin term for a syllogism in the Third Figure? Traditional Logic :Daily Exe s for Chapter 1 16. How do we know a syllogism is in the Third Figure? 17, Fill in the following chart: rd Fi ib-sub) Mis the in the major premise Mis the in the minor premise 18. Show, using the symbols 8, P and M, how a sub-sub syllogism is constructed. 19. Construct a sub-sub syllogism using different terms than the ones in the text. Exercises for Day 3. Read section titled "The Fourth Figure (Indirect First)." Read the entire section carefully. 20, What is the Latin term for a syllogism in the Fourth Figure? 21, How do we know a syllogism is in the Fourth Figure? 22, Fill in the following chart: Fourth Figure-Indirect First (prae-sub) be eee inthe major premise Mis: ae inthe minor premise 23. Show, using the symbols S, P and M, how a prae-sub syllogism is constructed. 24, Construct a prae-sub syllogism using different terms than the ones in the text. 25, Fourth Figure syllogisms are just another form of what? 26. What is the Fourth Figure sometimes called? Read section titled, "How to Remember the Figures.” 27. What is the Latin saying invented to help remember the figures? 28, What does this saying mean? 6 Traditional LogicDaily Exercises for Chapter 1 Exercises for Day 4. 29, Identify the terms, identify the position of the middle term and determine the figure of each syllogism: No liberals are conservatives (sub or prae) Allen is a conservative ____ (sub or prae) ‘Therefore, Allen is not a liberal - 1 First Ml Second Third i Fourth All Democrats are big spenders President Clinton is a Democrat Therefore, President Clinton is a big spender M: Some men are physicists M= All physicists are brilliant M= : Therefore, some brilliant things are men No beggars can be choosers That man is a beggar Therefore, that man cannot be a chooser No men are gods All men are mortal Therefore, some mortals are not gods @ First BI Second Third mt Fourth Traditional Logic a.Mi Daily Exercises for Chapter 1 QI 30. Complete the following diagram by giving the form of each statement and showing whether each term is distributed or undistributed. [Review] DISTRIBUTION Lotter designation Form (eg. “AllS is P") ‘Subject-Term Predicate-Term A ae = EeLsssEECEC 1 E Eaeeeeceeeeceee ° eset ats eset 31, Indicate which figures the following syllogisms are in: All dogs bark First Second — Third Fourth Rover is a dog Therefore, Rover barks All bees sting First ™@Second —m Third = Fourth All stinging things should be avoided ‘Therefore, bees should be avoided. No horse can fly First mSecond — @ Third Fourth Pegasus is a horse Therefore, Pegasus cannot fly All music is of some value a First ™@ Second — m Third = Fourth Some music is classical music ‘Therefore, some classical music is of some value i 32. Think up your own syllogism for each of the four figures. { Read section titled, “Summary.” Read it carefully. | 33, Tell whether the following are true or false: We label a First Figure syiglsm sub-prae. ‘The Third Figure is really lust a form of the First Figure. Proe-prae is short forthe Latin praedicatum-proedicaturn, Inasyllogism of the Second Figure, the major termis the subject inthe major premise and the predicate ofthe minor premise. “The figure of asyllogism isthe disposition of terms in the conclusion. F The Fourth Figure is sometimes called the Galenie figure. 44 4444 a Traditional LogicTRADITIONAL LOGIC Advanced Formal Logic BOOK II Answer Key By Martin Cothran CLASSICAL TRIVIUM CORE SERIESTraditional Logic: Book I Answer Key Advanced Formal Logic Copyright © 2000, 2008 Memoria Press ISBN: 1-930953-13-5 Memoria Press ‘wonw.memoriapress.com llrightsreserved. No part of this book may be reproduced in any form. by any means without written permission from the publisher,Table of Contents Answer Key: Chapter 1 Answer Key: Chapter 2 ‘Answer Key: Chapter 3 Answer Key: Chapter 4 sus. Answer Key: Chapter 5 Answer Key: Chapter 6 Answer Key: Chapter 7... Answer Key: Chapter 8 ‘Answer Key: Chapter 9 Answer Key: Chapter 10 ..Answer Key: Chapter 1 rer Key: Chi Exercises for Day | 1. Figure in ellogisms. 2. The figure of a sylogism isthe disposition or location of terms in the premises. 3. There are three (some would say four) figures. 4. Dispsiton means lecation. 5. sub-proe 6. The middle term isthe subject of the major premise and the predicate of the minor premise. 7. Subject; predicate. 8 MiP Si SisP 9, Make sure the syllogism is constructed as in question 7. Exercises for Day 2 10, prae-prae 11, When the middle term isthe predicate in both the major and minor premises. 12. predicate; predicate BO Pie Siem SisP 14, Make sure the sylogism is constructed as in 12. 1S. sub-sub If6, When the middle term is the subject in both the major and minor premise. 17 subjecs, subject 18 Mise Miss Sie 19, Make sure the syllogism Is constructed as in question 17. Exercises for Day 3 20. proe-sub 21, When the middle term is predicate of the major premise and subject of the minor premise. 22. predicate; subject. 2B PisM Miss SieP 24, Make sure itis constructed as in 22. 25, The Fist Figure. 26. The Indirect First or Fourth. 27. Sub-prae prima, bis proe secunda, terta sub bis. 28. Sub-proe firs, prae twice second, sub tice third Exercises for Day 4 2. S:Allen M=prae P iberat M: conservative Second Figure 5: Presiden Cllnton M=sub P: big spender M=prae M: Democrat First Figure S briliane things P men Mesub_ M: physicits Fourth Figure Answer Key: Traditional Logic, Book It 5Answer Key: Chapter 2 S:that man Mesub P: choosers Me=prae M: beggars First Figure 5: mortals Masi Ps gods Masub M:men Third figure 30. Letter designation Form (og, “AllS is P”) Subject-Term Predicate-Term a AIS distributed ‘undistributed 1 Some SisP undistributed undistributed E NoSisP dlistributed dlistributes ° Some Sis not P undistributed sisribu 3:1. First, Fire (although it would at first appear to be Fourth, since the syllogism isnot in proper logal form), First, Third. 32. Make sure the middie corm isin the appropriate location in each premise, 33. T:F (eis the Fourth Figure that is realy jst a form of the Fist; T; F (isthe middle, nt the major torm that isthe subject inthe ‘major premise and the pradicate in the minor premise); F (tis the disposition of terms in the premises, not the conclusion) T. Answer Key: Chapter 2 Exercises for Day | |. Mood in syllogism. 2 subject; predicate 3. Figure is the disposition of terms inthe premises. 4. Mood is the disposition of premises according to quantity and qualky. 5. Four 6, Sixty-four (6 for each figure) 7. That the premises are both A statements 8. That the major premise is an E statement and the minor premise isan A statement. 9.MA 10.EA, IAA, AB, Al, AO; EA EE, El, EO: 1A, IF Il, IO; OA, OE, 1,00 —_______ Exercise for Day 2 12. predate predicate 13. Yee 464 15.E€ or 00 i619 17. BARBARA, CELARENT, DARI, FERIOque priors; CESARE, CAMESTRES, FESTINO, BAROCO secundac; ‘Terta; DARAPTI, DISAMIS, DATISI, FELAPTON, BOCARDO, FERISON habet; 4uarta insuper addit; BRAMANTIP, CAMENES, DIMARIS, FESAPO, FRESISON. 18. BARBARA, CELARENT, DARI FERIO (rote that ts not FERIOque, bu jist FERI, since que i Latin form ofthe word and) 19. CESARE, CAMESTRES, FESTINO, BAROCO 20. DARAPTI, DISAMIS, DATISI,FELAPTON, BOCARDO, FERISON 21. BRAMANTIP, CAMENES, DIMARIS, FESAPO, FRESISON 22. The mood of the syllogism by ineating what knd of statement each premise Exercise for Day 3 23, BARBARA, CELARENT, DARI, FERIOque prioris; CESARE, CAMESTRES, FESTINO, BAROCO secundae; ‘Tertia; DARAPTI, DISAMIS, DATISI, FELAPTON, BOCARDO, FERISON habet; quarta insuper addit; BRAMANTIP, CAMENES, DIMARIS, FESAPO, FRESISON. 2A. subject; subject 25. Five, 26. AA (First), EA (First), EA (Second), AE (Secon), AE (Fourth) 6 ‘Answer Key: Traditional Logic, Book It