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A Concise
Introduction to

Logic
Fourteenth Edition

Patrick J. Hurley
University of San Diego

Australia ● Brazil ● Canada ● Mexico ● Singapore ● United Kingdom ● United States

98683_fm_ptg01.indd 1 23/02/23 4:44 PM

This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
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Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
A Concise Introduction to Logic, 14e Copyright © 2024 Cengage Learning, Inc. ALL RIGHTS RESERVED.
Patrick J. Hurley
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Printed in the United States of America

Print Number: 01 Print Year: 2023

98683_fm_ptg01.indd 2 07/03/23 12:36 PM

To Linda

It is wrong always, everywhere, and for anyone,

to believe anything upon insufficient evidence.
–W. K. Clifford

Nothing can be more important than the art of

formal reasoning according to true logic.
–Gottfried Wilhelm Leibniz

98683_fm_ptg01.indd 3 23/02/23 4:44 PM

Brief Contents

Part I Informal Logic

1 Basic Concepts 1
2 Language: Meaning and Definition 70
3 Informal Fallacies 107

Part II Formal Logic

4 Categorical Propositions 175
5 Categorical Syllogisms 231
6 Propositional Logic 275
7 Natural Deduction in Propositional Logic 336
8 Predicate Logic 390

Part III Inductive Logic

9 Analogy and Legal and Moral Reasoning 447
10 Causality and Mill’s Methods 467
11 Probability 490
12 Statistical Reasoning 506
13 Hypothetical/Scientific Reasoning 526
14 Science and Superstition 543
Answers to Selected Exercises 571
Glossary/Index 615

98683_fm_ptg01.indd 4 23/02/23 4:44 PM

Contents

Preface xi

1 Basic Concepts 1
1.1 Arguments, Premises, and Conclusions 1
Exercise 1.1 6

1.2 Recognizing Arguments 12

Exercise 1.2 21

1.3 Deduction and Induction 29

Exercise 1.3 35

1.4 Validity, Truth, Soundness, Strength, and Cogency 39

Exercise 1.4 48

1.5 Argument Forms: Proving Invalidity 52

Exercise 1.5 56

1.6 Extended Arguments 58

Exercise 1.6 62

2 Language: Meaning and Definition 70

2.1 Varieties of Meaning 70
Exercise 2.1 74

2.2 The Intension and Extension of Terms 80

Exercise 2.2 83

2.3 Definitions and Their Purposes 84

Exercise 2.3 89

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2.4 Definitional Techniques 92
Exercise 2.4 97

2.5 Criteria for Lexical Definitions 101

Exercise 2.5 103

3 Informal Fallacies 107

3.1 Fallacies in General 107
Exercise 3.1 109

3.2 Fallacies of Relevance 110

Exercise 3.2 120

3.3 Fallacies of Weak Induction 125

Exercise 3.3 135

3.4 Fallacies of Presumption, Ambiguity,

and Illicit Transference 141
Exercise 3.4 152

3.5 Fallacies in Ordinary Language 159

Exercise 3.5 164

4 Categorical Propositions 175

4.1 The Components of Categorical Propositions 175
Exercise 4.1 178

4.2 Quality, Quantity, and Distribution 179

Exercise 4.2 182

4.3 Venn Diagrams and the Modern Square of

Opposition 183
Exercise 4.3 193

4.4 Conversion, Obversion, and Contraposition 194

Exercise 4.4 200

4.5 The Traditional Square of Opposition 203

Exercise 4.5 208

4.6 Venn Diagrams and the Traditional

Standpoint 213
Exercise 4.6 217

vi Contents

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4.7 Translating Ordinary Language Statements into
Categorical Form 219
Exercise 4.7 224

5 Categorical Syllogisms 231

5.1 Standard Form, Mood, and Figure 231
Exercise 5.1 235

5.2 Venn Diagrams 238

Exercise 5.2 245

5.3 Rules and Fallacies 248

Exercise 5.3 253

5.4 Reducing the Number of Terms 255

Exercise 5.4 257

5.5 Ordinary Language Arguments 258

Exercise 5.5 260

5.6 Enthymemes 261

Exercise 5.6 263

5.7 Sorites 266

Exercise 5.7 269

6 Propositional Logic 275

6.1 Symbols and Translation 275
Exercise 6.1 283

6.2 Truth Functions 287

Exercise 6.2 294

6.3 Truth Tables for Propositions 296

Exercise 6.3 301

6.4 Truth Tables for Arguments 304

Exercise 6.4 306

6.5 Indirect Truth Tables 310

Exercise 6.5 316

6.6 Argument Forms and Fallacies 318

Exercise 6.6 327

Contents vii

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7 Natural Deduction in Propositional Logic 336
7.1 Rules of Implication I 336
Exercise 7.1 341

7.2 Rules of Implication II 347

Exercise 7.2 350

7.3 Rules of Replacement I 355

Exercise 7.3 359

7.4 Rules of Replacement II 366

Exercise 7.4 369

7.5 Conditional Proof 377

Exercise 7.5 380

7.6 Indirect Proof 382

Exercise 7.6 384

7.7 Proving Logical Truths 387

Exercise 7.7 388

8 Predicate Logic 390

8.1 Symbols and Translation 390
Exercise 8.1 396

8.2 Using the Rules of Inference 398

Exercise 8.2 404

8.3 Quantifier Negation Rule 408

Exercise 8.3 411

8.4 Conditional and Indirect Proof 413

Exercise 8.4 415

8.5 Proving Invalidity 418

Exercise 8.5 421

8.6 Relational Predicates and Overlapping Quantifiers 423

Exercise 8.6 429

8.7 Identity 432

Exercise 8.7 439

viii Contents

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9 Analogy and Legal and Moral Reasoning 447
9.1 Analogical Reasoning 447
9.2 Legal Reasoning 450
9.3 Moral Reasoning 453
Exercise 9 457

10 Causality and Mill’s Methods 467

10.1 “Cause” and Necessary and Sufficient Conditions 467
10.2 Mill’s Five Methods 469
10.3 Mill’s Methods and Science 477
Exercise 10 482

11 Probability 490
11.1 Theories of Probability 490
11.2 The Probability Calculus 494
Exercise 11 502

12 Statistical Reasoning 506

12.1 Evaluating Statistics 506
12.2 Samples 507
12.3 The Meaning of “Average” 511
12.4 Dispersion 512
12.5 Graphs and Pictograms 516
12.6 Percentages 518
Exercise 12 520

13 Hypothetical/Scientific Reasoning 526

13.1 The Hypothetical Method 526
13.2 Hypothetical Reasoning: Four Examples from
Science 529

Contents ix

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13.3 The Proof of Hypotheses 534
13.4 The Tentative Acceptance of Hypotheses 536
Exercise 13 538

14 Science and Superstition 543

14.1 Distinguishing Between Science and Superstition 543
14.2 Evidentiary Support 544
14.3 Objectivity 548
14.4 Integrity 552
14.5 Abusing Science 556
Exercise 14 560

Answers to Selected Exercises 571

Glossary/Index 615

x Contents

98683_fm_ptg01.indd 10 23/02/23 4:45 PM

Preface

The most immediate benefit derived from the study of logic is the skill needed to
construct sound arguments of one’s own and to evaluate the arguments of others. In
accomplishing this goal, logic instills a sensitivity for the formal component in lan-
guage, a thorough command of which is indispensable to clear, effective, and meaning-
ful communication. On a broader scale, by focusing attention on the requirement for
reasons or evidence to support our views, logic provides a fundamental defense against
the prejudiced and uncivilized attitudes that threaten the foundations of our demo-
cratic society. Finally, through its attention to inconsistency as a fatal flaw in any theory
or point of view, logic proves a useful device in disclosing ill-conceived policies in the
political sphere and, ultimately, in distinguishing what makes sense from what makes
no sense. This book is written with the aim of securing these benefits.

Note to the Instructor

The image on the front cover is intended to convey the message that logic is the key
to all learning. Keys open doors. Logic is the key that opens the door to reasoned dis-
course and dialogue, unlocking an important opportunity for learning. Through logic,
students learn to support their views with reasons and to open their minds to the rea-
sons of others. Logic creates a common foundation upon which individuals who hold
opposing points of view can learn from each other. What might otherwise devolve into
a shouting match of conflicting opinions becomes a venue for the rational exchange of
ideas.

To promote the achievement of this goal, this new edition adopts the theme that
learning logic is empowering. In this context, saying that logic is empowering does
not mean that logic is properly used to overpower one’s opponents, to smash their
arguments. Rather, it means that logic empowers both the arguer and the listener
to enter into a rational exchange where each is free to explore the strengths and
weaknesses of the arguments presented on both sides. Logic lays the foundation for
a meeting of minds and is therefore one of the great civilizing elements in human
society. To implement the empowerment theme, each chapter begins with a brief
selection explaining how the content of the chapter is empowering. While the inclu-
sion of these selections may be the most visible change in the new edition, as you
proceed through the book, you will encounter additional improvements that are less
visible.

98683_fm_ptg01.indd 11 23/02/23 4:45 PM

New to This Edition
Each chapter of the book now begins with a signature paragraph explaining how and why
the content of the chapter is empowering. These “Empowerment” selections replace the
“How Logical Are You?” selections in the prior edition. Examples and exercises throughout
the book have been updated, featuring current situations and young personalities drawn
from an ethnically diverse population that students will readily recognize. In the section
relating to induction, more treatment is given to probabilities and odds, and how to com-
pute the one from the other. Further, in the final chapter, new treatment is given to the cor-
rupting influence of corporate money on what we take to be scientific truth. From the start,
a chief motivator of this new edition has been Diversity and Inclusion. The book has been
especially tuned to respect and value all individuals, regardless of marital status, gender,
ethnicity, religious orientation, or socioeconomic status. We are committed to the view that
such a perspective constitutes the best environment for learning anything, and it will help
students feel at home when studying logic.

Hallmark Features
● Chapters are organized so that earlier sections provide the foundation for later ones.
Later sections can be skipped by instructors opting to do so.
● The main points are always presented up front so students cannot possibly miss
them.
● Relevant and up-to-date examples are used extensively.
● Key terms are introduced in boldface type and defined in the Glossary/Index.
● Central concepts are illustrated in graphic boxes.
● Numerous exercises, many drawn from real-life sources such as newspapers, text-
books, and magazines, are included to perfect student skills—the current edition
includes over 2,700 exercises.
● Biographical vignettes of prominent logicians are included to give logic a human face.
● Dialogue exercises illustrate the application of logical principles to real-life situations.
● Venn diagrams for syllogisms are presented in a novel and more effective way, using
color to identify the relevant areas.
● End-of-chapter summaries facilitate student review.
● The solution to every third exercise is provided in the Answers to Selected Exercises
section, so students can easily check their work.
● A robust digital platform offers thousands of autograded practice questions that
boost students’ confidence in mastering logic. These are accompanied by video and
tutorial help resources.
● Multimedia resources, such as Learning Logic, offer students stepped-out tutorials
on challenging Logic concepts and applications.
xii Preface

98683_fm_ptg01.indd 12 23/02/23 4:45 PM

Ways of Approaching This Textbook
In general, the material in each chapter is arranged so that certain later sections can
be skipped without affecting subsequent chapters. For example, those wishing a brief
treatment of natural deduction in both propositional and predicate logic may want
to skip the last three sections of Chapter 7 and the last four (or even five) sections of
Chapter 8. Chapter 2 can be skipped altogether, although some may want to cover the
first section of that chapter as an introduction to Chapter 3. Finally, Chapters 9 through
14 depend only slightly on earlier chapters, so these can be treated in any order one
chooses. However, Chapter 14 does depend in part on Chapter 13.

Type of Course
Informal logic
Traditional course, critical- Course emphasizing
logic course reasoning course modern formal logic

Recommended Chapter 3 Chapter 1 Chapter 1

material Chapter 4 Chapter 2 Sections 4.1–4.3
Chapter 5 Chapter 3 Section 4.7
Chapter 6 Chapter 4 Sections 6.1–6.5
Sections Sections 5.1–5.3 Chapter 7
7.1–7.4 Sections 5.5–5.6 Chapter 8
Sections 6.1–6.4 Truth Trees supplement
Section 6.6
Chapter 9
Chapter 12
Chapter 13
Chapter 14
Critical Think-
ing and Writing
supplement
Optional Chapter 2 Section 5.4 Chapter 3
material Sections Section 5.7 Sections 4.4–4.6
7.5–7.7 Section 6.5 Sections 5.1–5.2
Chapters 9–14 Chapter 10 Section 5.7
Chapter 11 Section 6.6
To the Student
Imagine that you are interviewing for a job. The person across the desk asks about your
strengths, and you reply that you are energetic, enthusiastic, and willing to work long
hours. Also, you are creative and innovative, and you have good leadership skills. Then
the interviewer asks about your reasoning abilities. You reply that you have always con-
sidered your reasoning abilities to be excellent.
“Can you point to any evidence of this ability?” the interviewer asks.
“Well,” you reply, “in college I took a course in logic, and I easily earned an ‘A.’”
“I’m impressed,” says the interviewer. “You sound like exactly the kind of job can-
didate we are looking for. Your reasoning abilities will combine with your other
talents for a powerful effect.”

Preface xiii

98683_fm_ptg01.indd 13 23/02/23 4:45 PM

“I’m happy to hear you say that,” you reply. “But could you elaborate on that last
point?”
“I’ll be happy to,” the interviewer says. “Reasoning skills are essential to good
judgment. Your reasoning ability and good judgment will combine with your cre-
ativity to yield projects that truly benefit our company, they will convince our other
employees that you are leading them in the right direction, and they will blend
with your enthusiasm to inspire others to do their best. Further, your willingness to
work long hours will guarantee that your efforts will pay off in the end.”
“Then, does that mean that you have a place for me?” you ask.
“Absolutely,” says the interviewer. “I will be delighted to recommend you for a
highly responsible position in our company.”
The point of this brief dialogue is that good reasoning skills are essential to doing any-
thing right. The businessperson uses reasoning skills in writing a report or preparing
a presentation, the scientist uses them in designing an experiment or clinical trial, the
department manager uses them in maximizing worker efficiency, and the lawyer uses
them in composing an argument to a judge or jury. And that’s where logic comes in.
The chief purpose of logic is to develop good reasoning skills. In fact, logic is so impor-
tant that when the liberal arts program of studies was formulated fifteen hundred years
ago, logic was selected as one of the original seven liberal arts. Logic remains to this day
a central component of a college or university education.

From a more pragmatic angle, logic is important to earning a good score on any of the
several tests required for admission to graduate professional schools—the LSAT, GMAT,
MCAT, GRE, and so on. Obviously, the designers of these tests recognize that the ability
to reason logically is a prerequisite to success in these fields. Also, logic is a useful tool in
relieving what has come to be called math anxiety. For whatever reason, countless students
today are terrified of any form of reasoning that involves abstract symbols. If you happen to
be one of these students, you should find it relatively easy to master the use of logical sym-
bols, which are closely tied to ordinary language, and your newly found comfort with these
symbols will carry over into the other, more difficult fields.

In addition to the existing and new features described in the “New to This Edition”
section of this preface, WebAssign also includes the following supplements. Critical
Thinking and Writing offers practice in writing arguments about real-life topics; Truth
Trees present a standard introduction to the method of truth trees, which can be used
as a supplement or alternative to the truth-table method; and Logic and Graduate-
Level Admission Tests shows how the principles learned in studying logic can be used
to answer questions on the LSAT, GMAT, MCAT, and GRE. Finally, Existential Import
traces the history of existential import through the logic of Aristotle and George Boole.

Why Learning Logic Is Empowering

In 2019, Stanford Graduate School of Education published the results of a study of
11,000 letters written by teenaged students to the 2016 U.S. presidential candidates.

xiv Preface

98683_fm_ptg01.indd 14 23/02/23 4:45 PM

One might have expected that the letters would have been filled with bombastic lan-
guage or emotionally charged appeals to the candidates. But no. What the researchers
found is that the majority of letters appealed to logic in expressing their point. The stu-
dents used reasons and evidence to present their positions. There had been no required
format to follow in writing these letters, so why the appeal to logic?

As we will see throughout this textbook, logic empowers both arguer and listener. Non-
logical strategies are often coercive, manipulative, and dishonest. Sometimes evidence
is withheld, or the arguer attempts to make the listener feel threatened or emotionally
overwhelmed. The goal of such strategies is to trick listeners into believing something
they might not believe if all the relevant evidence were made available. Trickery fails to
respect the listener’s ability to evaluate evidence rationally. And it is counterproductive
for the arguer, since the listener typically ends up feeling cheated rather than convinced.

Empowerment through logic is very different from attempting to gain power over
other people by manipulating or coercing them. For example, suppose someone tries
to get you to believe something by making you feel afraid—afraid of losing something
like social status or money. In the end, if you are taken in by the manipulator’s scheme,
the manipulator “wins” and you “lose.” You believe something, not on the basis of freely
understanding that a conclusion follows on the basis of evidence, but rather as an out-
come of coercion. This type of manipulation is a zero-sum game. There is only one
winner. If the manipulation succeeds, the manipulator wins and you lose.

Logical reasoning, on the other hand, is a win-win strategy. The arguer presents evi-
dence or reasons relevant to the conclusion, and, if the reasoning is solid, the listener
is persuaded and freely consents to the conclusion. In effect, the arguer presents evi-
dence in a way that invites listeners to open their minds to new ways of evaluating the
evidence presented. The effectiveness of logical persuasion is manifest by the listener’s
free embrace of the conclusion advanced. Once listeners understand how the conclu-
sion follows from the evidence, they freely accept the conclusion and make it their own.
The listeners are then motivated to present the same line of reasoning to others. In this
manner, logical reasoning provides a solid basis for consensus building.

Logic provides a set of basic principles that are the same for everyone. It resembles math-
ematics in this respect. Mathematical reasoning is so convincing because, if you follow the
rules, you can’t go astray. It provides a sure and solid foundation for arriving at conclusions.
Logic does the same thing. Because the rules of logic are universal in the same way that the
rules of math are universal, there is no opportunity for manipulation or fabrication. The
rules work equally to everyone’s advantage. Everyone wins. In this way, logic is the founda-
tion of all productive negotiations. Good arguments facilitate a meeting of minds. Good
arguments facilitate mutual understanding and encourage cooperation. In effect, logic
may be the most powerful engine for preserving peace yet created by the human mind.

Online Learning Platform: WebAssign

Built by educators, WebAssign provides flexible settings at every step to customize your
course with online activities and secure testing to meet learners’ unique needs. Students

Preface xv

98683_fm_ptg01.indd 15 23/02/23 4:45 PM

get everything in one place, including rich content and study resources designed to fuel
deeper understanding, plus access to a dynamic, interactive eTextbook. Proven to help
hone problem-solving skills, WebAssign helps you help learners in any course format.
For more information, visit https://www.cengage.com/webassign.

Study Smarter
Ever wonder if you studied enough? WebAssign from Cengage can help.

WebAssign is an online learning platform for your math, statistics, physical sciences,
and engineering courses. It helps you practice, focus your study time, and absorb what
you learn. When class comes—you’re way more confident.
With WebAssign, you will:
● Get instant feedback and grading on your assignments
● Know how well you understand concepts
● Watch videos and tutorials when you’re stuck
● Perform better on in-class activities

Ancillaries for the Instructor

Additional instructor resources for this product are available online at the Cengage
Instructor Center—an all-in-one resource for class preparation, presentation, and test-
ing. Resources available for download from the Cengage Instructor Center include:

Instructor’s Manual
Includes solutions to all the exercises in the textbook.

Solutions and Answer Guide

This manual contains solutions to all exercises from the text, including Chapter Review
Exercises and Chapter Tests, located in the instructor companion site and the WebAssign
Resources tab.

Cengage Testing Powered by Cognero

Cognero is a flexible online system that allows you to author, edit, and manage test
bank content online. You can create multiple tests in an instant and deliver them from
your LMS, your classroom, or export to printable PDF or Word format for in-class
assessment. This is available online via the Cengage Instructor Center.

PowerPoint Slides
The PowerPoint® slides are ready-to-use, visual outlines of each section that can be
easily customized for your lectures.

Presentations include activities, examples, and opportunities for student engagement

and interaction.

xvi Preface

98683_fm_ptg01.indd 16 23/02/23 4:45 PM

Educator’s Guide
Describes the content and activities available in the accompanying WebAssign course—
including videos, prebuilt assignments, and other exercise types—that you can integrate
into your course to support your learning outcomes and enhance student engagement
and success.

Acknowledgments
For their reviews and suggestions leading to this fourteenth edition I want to thank the
following:
Benjamin Arah, Bowie State University; Philip Blosser, Sacred Heart Major Seminary; Michael
Clabaugh, College of St. Scholastica; Steven Gerrard, Williams College; Yan Mikhaylov,
College of Southern Nevada; Dr. Teresa I. Reed, Quincy University; Robert Robinson, City
College of New York-CUNY; Adam R. Thompson, University of Nebraska-Lincoln; Elizabeth
J.M. Wakeman, The College of Idaho.

Of course any errors or omissions that may remain are the result of my own oversight.

Those who have contributed reviews and suggestions leading to the thirteen previous
editions, and to whom I express my continued thanks, are the following:
Karl Aho, Baylor University; James T. Anderson, University of San Diego; Carol Anthony,
Villanova University; Benjamin Arah, Bowie State University; Joseph Asike, Howard University;
Harriet E. Baber, University of San Diego; Kent Baldner, Western Michigan University; James
Baley, Mary Washington College; Jerome Balmuth, Colgate University; Victor Balowitz, State
University of New York, College at Buffalo; Ida Baltikauskas, Century College; Gary Baran,
Los Angeles City College; Robert Barnard, University of Mississippi; Peter Barry, Saginaw
Valley State University; Gregory Bassham, Kings College; Thora Bayer, Xavier University of
Louisiana; David Behan, Agnes Scott College; John Bender, Ohio University, Athens; James O.
Bennett, University of Tennessee, Knoxville; Victoria Berdon, IUPU Columbus; Robert Berman,
Xavier University of Louisana; Kevin Berry, Ohio University; Joseph Bessie, Normandale Com-
munity College; John R. Bosworth, Oklahoma State University; Andrew Botterell, University of
Toronto; Jeff Broome, Arapahoe Community College; Tom Browder, University of Nevada, Las
Vegas; Harold Brown, Northern Illinois University; Kevin Browne, Indiana University Southeast;
Ken Buckman, University of Texas, Pan American; Robert Burch, Texas A&M University;
Keith Burgess-Jackson, University of Texas, Arlington; Michael Byron, Kent State University;
Scott Calef, Ohio Wesleyan University; Gabriel Camacho, El Paso Community College; James
Campbell, University of Toledo; Joseph Keim Campbell, Washington State University; Loren
Cannon, Humboldt State University; Charles Carr, Arkansas State University; William Carroll,
Coppin State University; Jennifer Caseldine-Bracht, IUPU Fort Wayne; John Casey, Northern
Illinois University; Robert Greg Cavin, Cypress College; Ping-Tung Chang, University of Alaska;
Prakash Chenjeri, Southern Oregon University; Drew Christie, University of New Hampshire;
Timothy Christion, University of North Texas; Ralph W. Clarke, West Virginia University; David
Clowney, Rowan University; Darryl Cohen, Mesa Community College; Michael Cole, College
of William and Mary; Michael Coledu, Reedley College; Louis Colombo, Bethune-Cookman
University; Michael J. Colson, Merced College; William F. Cooper, Baylor University;
William Cornwell, Salem State College; Victor Cosculluela, Polk Community College;

Preface xvii

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Mike Coste, Front Range Community College; Ronald R. Cox, San Antonio College; Houston
A. Craighead, Winthrop University; Donald Cress, Northern Illinois University, DeKalb; Richard
La Croix, State University College at Buffalo; Jack Crumley, University of San Diego; Rosibel
Cruz, Harold Washington College; Drew Dalton, Florida Southern College; Linda Damico,
Kennesaw State University; Ray Darr, Southern Illinois University; William J. DeAngelis, North-
eastern University; Joseph DeMarco, Cleveland State University; Paul DeVries, Wheaton Col-
lege; Jill Dieterle, Eastern Michigan University; Mary Domski, University of New Mexico;
Beverly R. Doss and Richard W. Doss, Orange Coast College; Paul Draper, Purdue University;
William A. Drumin, King’s College, Pennsylvania; Clinton Dunagan, Saint Philips College;
Jeffrey Easlick, Saginaw Valley State University; Benjamin Easton, Azusa Pacific University;
Paul Eckstein, Bergen Community College; Anne M. Edwards, Austin Peay State University;
Samantha Emswiler, John Tyler Community College; Michael Epperson, California State Uni-
versity, Sacramento; Lenore Erickson, Cuesta College; Cassandra Evans, San Diego City Col-
lege; Frank Fair, Sam Houston State University; Evan Fales, University of Iowa; Thompson
Faller, University of Portland; William Ferraiolo, San Joaquin Delta College; Albert Filice, Mesa
Community College; Lewis S. Ford, Old Dominion University; Gary Foulk, Indiana State
University, Terre Haute; Timothy C. Fout, University of Louisville; LeAnn Fowler, Slippery Rock
University; Craig Fox, California University of Pennsylvania; Thomas H. Franks, Eastern
Michigan University; Bernard D. Freydberg, Slippery Rock University; Thomas J. Frost, Biola
University/Long Beach City College; Dick Gaffney, Siena College; George Gale, University of
Missouri–Kansas City; Pieranna Garavaso, University of Minnesota at Morris; Paul Gass, Coppin
State University; Dimitria Gatzia, The University of Akron Wayne College; Dimitria Gatzia,
University of Akron Wayne College; Joseph Georges, El Camino College; Kevin Gibson, Uni-
versity of Colorado; James Granitto, Santiago Canyon College; Victor Grassian, Los Angeles
Harbor College; Catherine Green, Rockhurst University; James Greene, Northern Michigan
University; Harold Greenstein, SUNY Brockport; J. Randall Groves, Ferris State University;
Shahrokh Haghighi, California State University; Alexander W. Hall, Clayton State University;
Dean Hamden, Montclair State University; Courtney Hammond, Cuyamaca College; Ken
Hanly, Brandon University; Anthony Hanson, West Valley College; Merle Harton, Edward
Waters College; Larry Hauser, Alma College; Deborah Heikes, University of Alabama in Hunts-
ville; Ryan Hickerson, Western Oregon University; Douglas Hill, Saddleback College and
Golden West College; Ronald Hill, University of San Diego; Lawrence Hinman, University of
San Diego; Lynn Holt, Mississippi State University; Jeremy Hovda, Minneapolis Community &
Technical College; John B. Howell, III, Southwestern Baptist Theological Seminary; R. I. G.
Hughes, University of South Carolina, Columbia; Peter Hutcheson, Texas State University;
Debby Hutchins, Gonzaga University; William H. Hyde, Golden West College; Ron Jackson,
Clayton State University; William Jamison, University of Alaska Anchorage; Sandra Johanson,
Green River Community College; Richard A. Jones, Howard University; Russel Jones, Univer-
sity of Oklahoma; Gary Jones, University of San Diego; Glenn C. Joy, Texas State University,
San Marcos; Olin Joynton, North Harris County College; Grant Julin, St. Francis University;
Patrick Kenny, Onondaga Community College; Glen Kessler, University of Virginia; Charles F.
Kielkopf, Ohio State University; Moya Kinchla, Bakersfield College; Kristin Klamm-Doneen,
Anoka Ramsey Community College; Bernard W. Kobes, Arizona State University; Keith W.
Krasemann, College of DuPage; Sandra LaFave, West Valley College, Saratoga,
California; William Lawhead, University of Mississippi; Stephen Leach, University of Texas–Pan
American; Stephen Leach, UTPA; Richard Lee, University of Arkansas; Lory Lemke, University
of Minnesota, Morris; Robert Levis, Pasadena City College; Chenyang Li, Monmouth College,

xviii Preface

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Monmouth, Illinois; Chris M. Lorkowski, Kent State University; Chris Lorkowski, Kent State
University–Trumbull Campus; Keane Lundt, Massachusetts College of Liberal Arts; Ardon
Lyon, City University of London; Scott MacDonald, University of Iowa; Ian MacKinnon, The
University of Akron; Krishna Mallick, Salem State College; Thomas Manig, University of
Missouri–Columbia; James Manns, University of Kentucky; Dalman Mayer, Bellevue Commu-
nity College; Larry D. Mayhew, Western Kentucky University; Leemon McHenry, California
State University Northridge; Robert McKay, Norwich University; Rick McKita, Colorado State
University; Phillip McReynolds, Pennsylvania State University; Erik Meade, Southern Illinois
University–Edwardsville; Noel Merino, Humboldt State University; Kenneth R. Merrill,
University of Oklahoma; Daniel Metz, Metropolitan State College of Denver (Program chair at
CCCOnline); Daniel Metz, Metropolitan State College of Denver; Thomas Michaud, Wheeling
Jesuit College; George D. Miller, DePaul University; Richard Miller, East Carolina University;
Alexander Miller, Piedmont Technical College; Dolores Miller, University of Missouri–Kansas
City; Frederick Mills, Bowie State University; Jeff Mitchell, Arkansas Tech University; John Mize,
Long Beach City College; Mike Monge, Orange Coast College; Allyson Mount, Keene State
College; Seyed Mousavian, University of Alberta; Dwayne Mulder, California State University,
Fresno; John D. Mullen, Dowling College; Madeline Muntersbjorn, University of Toledo; Henry
Nardone, Kings College; Nathaniel Nicol, Washington State University; Theresa Norman,
South Texas Community College; David O’Connor, Seton Hall University; Tim O’Neill, Roches-
ter Community and Technical College; Elane O’Rourke, Moorpark College; Brendan O’Sullivan,
Rhodes College; Len Olsen, Georgia Southern University; Stephen Pacheco, University of
San Diego; Joseph Pak, Los Angeles City College; Christopher Pallotti, Los Angeles Valley
College/CSUN; Christopher Pearson, Southern Illinois University Edwardsville; Rodney Peffer,
University of San Diego; Linda Peterson, University of San Diego; Robert G. Pielke, El Camino
College; Cassandra Pinnick, Western Kentucky University; Nelson Pole, Cleveland State Uni-
versity; Norman Prigge, Bakersfield State University; Gray Prince, West Los Angeles College;
R. Puligandla, University of Toledo; T. R. Quigley, Oakland University; Nani Rankin, Indiana
University at Kokomo; Robert Redmon, Virginia Commonwealth University; Bruce
Reichenbach, Augsburg College; Herminia Reyes, San Diego State University; Fernando
Rincon-Tellez, Piedmont Technical College; David Ring, Southern Methodist University; Tony
Roark, Boise State University; Matthew Roberts, Patrick Henry College; Phyllis Rooney,
Oakland University; Michael Rooney, Pasadena City College; Beth Rosdatter, University of
Kentucky; Michelle M. Rotert, Rock Valley College; Paul A. Roth, University of Missouri–Saint
Louis; Daniel Rothbart, George Mason University; Robert Rupert, University of Colorado,
Boulder; Sam Russo, El Camino College; Frank Ryan, Kent State University; Eric Saidel, George
Washington University; Kelly Salsbery, Stephen F. Austin State University; Paul Santelli, Siena
College; Stephen Satris, Clemson University; Philip Schneider, George Mason University;
James D. Schumaker, University of North Carolina at Charlotte; Stephanie Semler, Radford
University; Pat Sewell, University of North Texas; Elizabeth Shadish, El Camino College;
Joseph G. Shay, Boston College; Candice Shelby, University of Colorado Denver; Janet
Simpson, Suffolk County Community College; Robert Skipper, St. Mary’s University;
Aeon Skoble, Bridgewater State College; Matthew Slater, Bucknell University; Kent Slinker,
Pima Community College; Dennis L. Slivinski, California State University, Channel Islands;
Joshua Smith, Central Michigan University; Arnold Smith, Youngstown State University;
John-Christian Smith, Youngstown State University; Paula Smithka, University of Southern
Mississippi; Eric W. Snider, University of Toledo; Joseph Snyder, Anne Arundel Community
College; Bob Snyder, Humboldt University; Lynne Spellman, University of Arkansas;

Preface xix

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David Stern, University of Iowa; Sean Stidd, Wayne State University; James Stuart, Bowling
Green State University; Paul Studtmann, Davidson College; Krys Sulewski, Edmonds Commu-
nity College; John Sullins, Sonoma State University; Weimin Sun, California State University,
Northridge; Corine Sutherland, Cerritos College; Robert Sutton, Cape Fear Community Col-
lege; Catherine S. Sutton, Virginia Commonwealth University; John Sweigart, James Madison
University; Clarendon Swift, Moorpark College; Wayne Swindall, California Baptist College;
Mojgan Taheri, California State University, Northridge; Brian Tapia, Foothill College; Bangs
Tapscott, University of Utah; J. Ramon Tello, Shasta College; Mark Thames, El Centro College;
Jan Thomas, University of Arkansas at Little Rock; Phil Thompson, Eastern Illinois University;
Michael Thune, Joliet Junior College; Richard Tieszen, San Jose State University; Larry Udell,
West Chester University; Ted Ulrich, Purdue University; Robert Urekew, University of Louisville;
William Uzgalis, Oregon State University; William Vanderburgh, Wichita State University;
Michael Ventimiglia, Sacred Heart University; Susan Vineberg, Wayne State University; Mark
Vopat, Youngstown State University; Thomas H. Warren, Solano College; Andrew J. Waskey,
Dalton State University; Roy Weatherford, University of South Florida; Chris Weigand, Our
Lady of the Lake University; David Weinburger, Stockton State College; Paul Weirich, Univer-
sity of Missouri–Columbia; David Weise, Gonzaga University; Dennis Weiss, York College of
Pennsylvania; Robert Wengert, University of Illinois at Urbana–Champaign; Shannon Grace
Werre, Edmonds Community College; Gerald Joseph Williams, Seton Hall University; Derrick
Willis, Temple College; Frank Wilson, Bucknell University; W. Kent Wilson, University of Illinois,
Chicago; Katherine D. Witzig, Southwestern Illinois College; Sandra Woien, Mesa Community
College; Stephen Wykstra, Calvin College; Julie Yoo, California State University, Northridge;
Elaine Yoshikawa, Arizona State University; Marie Zaccaria, Georgia Perimeter College; Jeffrey
Zents, University of Texas; Xiaoyu Zhu, Antelope Valley College.
Finally, it has been a pleasure working with the Senior Portfolio Product Manager for
Philosophy, Vanessa Coloura, Senior Content Manager Michael Lepera, and Senior
Learning Designer Powell Vacha. Most of all, I want to thank my wife, Linda Peterson,
for her countless suggestions and support.

xx Preface

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1 Basic Concepts

1.1 Arguments, Premises, and Conclusions

1.2 Recognizing Arguments
1.3 Deduction and Induction
1.4 Validity, Truth, Soundness, Strength, and Cogency
1.5 Argument Forms: Proving Invalidity
1.6 Extended Arguments

1.1 Arguments, Premises, and Conclusions

Learning how to construct good arguments is empowering.
Suppose there is an upcoming election for Sheriff, and one of the candidates
is Timberly Brown. One of your friends urges that you vote against Brown.
“I just don’t trust her,” she says. “I get a bad feeling when I see her. I don’t
like her attitude. And I also don’t like her smile or the way she dresses.” Are
these good reasons to vote against Brown? Has your friend given you a good
argument?

L ogic may be defined as the organized body of knowledge, or science, that

evaluates arguments. All of us encounter arguments in our day-to-day experi-
ence. We read them in books and newspapers, hear them on television, and for-
mulate them when communicating with friends and associates. The aim of logic
is to develop a system of methods and principles that we may use as criteria for
evaluating the arguments of others and as guides in constructing arguments of
our own. Among the benefits to be expected from the study of logic is an increase
in confidence that we are making sense when we criticize the arguments of others
and when we advance arguments of our own.

98683_ch01_ptg01.indd 1 25/02/23 3:50 PM

An argument, in its simplest form, is a group of Where is Khartoum? (question)
statements, one or more of which (the premises) are Let’s go to a movie tonight. (proposal)
claimed to provide support for, or reasons to believe, I suggest you get contact lenses. (suggestion)
one of the others (the conclusion). Every argument Turn off the TV right now. (command)
may be placed in either of two basic groups: those Fantastic! (exclamation)
in which the premises really do support the conclu-
The statements that make up an argument are
sion and those in which they do not, even though
divided into one or more premises and exactly
they are claimed to. The former are said to be good
one conclusion. The premises are the state-
arguments (at least to that extent), the latter bad
ments that set forth the reasons or evidence, and
arguments. The purpose of logic, as the science that
the conclusion is the statement that the evidence
evaluates arguments, is thus to develop methods and
is claimed to support or imply. In other words,
techniques that allow us to distinguish good argu-
the conclusion is the statement that is claimed to
ments from bad.
follow from the premises. Here is an example of
As is apparent from the given definition, the term
an argument:
argument has a very specific meaning in logic. It does
not mean, for example, a mere verbal fight, as one All film stars are celebrities.
might have with one’s parent, spouse, or friend. Let Zendaya is a film star.
us examine the features of this definition in greater Therefore, Zendaya is a celebrity.
detail. First of all, an argument is a group of statements.
A statement is a sentence that is either true or false— The first two statements are the premises; the third is
in other words, typically a declarative sentence or the conclusion. (The claim that the premises support
a sentence component that could stand as a declarative or imply the conclusion is indicated by the word
sentence. The following sentences are statements: “therefore.”) In this argument the premises really
do support the conclusion, and so the argument is a
Chocolate truffles are loaded with calories. good one. But consider this argument:
Melatonin helps relieve jet lag. Some film stars are men.
Political candidates always tell the complete Zoe Saldana is a film star.
truth. Therefore, Zoe Saldana is a man.
No wives ever cheat on their husbands.
In this argument the premises do not support the
Naomi Osaka plays tennis and Kevin Durant
conclusion, even though they are claimed to, and so
plays basketball.
the argument is not a good one.
The first two statements are true, and the second One of the most important tasks in the analysis
two false. The last one expresses two statements, of arguments is being able to distinguish premises
both of which are true. Truth and falsity are called from conclusions. If what is thought to be a conclu-
the two possible truth values of a statement. Thus, sion is really a premise, and vice versa, the subse-
the truth value of the first two statements is true, the quent analysis cannot possibly be correct. Many
truth value of the second two is false, and the truth arguments contain indicator words that provide
value of the last statement, as well as that of its com- clues in identifying premises and conclusion. Some
ponents, is true. typical conclusion indicators are
Unlike statements, many sentences cannot be therefore accordingly entails that
said to be either true or false. Questions, proposals, wherefore we may conclude hence
suggestions, commands, and exclamations usually thus it must be that it follows that
cannot, and so are not usually classified as state- consequently for this reason implies that
ments. The following sentences are not statements: we may infer so as a result

2 Chapter 1 Basic Concepts

98683_ch01_ptg01.indd 2 02/02/23 3:37 PM

Whenever a statement follows one of these indica- and the conclusion is “Pregnant women should never
tors, it can usually be identified as the conclusion. By use recreational drugs.”
process of elimination, the other statements in the In reviewing the list of indicators, note that “for
argument are the premises. Example: this reason” is a conclusion indicator, whereas “for the
reason that” is a premise indicator. “For this reason”
Tortured prisoners will say anything just to (except when followed by a colon) means for the
relieve the pain. Consequently, torture is not reason (premise) that was just given, so what follows
a reliable method of interrogation.
is the conclusion. On the other hand, “for the reason
The conclusion of this argument is “Torture is not a that” announces that a premise is about to be stated.
reliable method of interrogation,” and the premise is Sometimes a single indicator can be used to iden-
“Tortured prisoners will say anything just to relieve tify more than one premise. Consider the following
the pain.” argument:
It is vitally important that wilderness areas be
preserved, for wilderness provides essential
habitat for wildlife, including endangered
Claimed species, and it is a natural retreat from the
Premises
evidence stress of daily life.
The premise indicator “for” goes with both “Wil-
derness provides essential habitat for wildlife,
including endangered species,” and “It is a natural
retreat from the stress of daily life.” These are the
What is claimed premises. By method of elimination, “It is vitally
Conclusion to follow from
the evidence important that wilderness areas be preserved” is
the conclusion.
Some arguments contain no indicators. With
If an argument does not contain a conclusion these, the reader/listener must ask such questions
indicator, it may contain a premise indicator. Some as: What single statement is claimed (implicitly) to
typical premise indicators are follow from the others? What is the arguer trying to
prove? What is the main point in the passage? The
since as answers to these questions should point to the con-
as indicated by given that clusion. Example:
because seeing that
for for the reason that Modernizing our nation’s crumbling infra-
in that inasmuch as structure is long overdue. Many of our
may be inferred from owing to bridges are practically falling down, and our
transit system is in dire ned of repair. Further-
Any statement following one of these indicators can more, making these improvements would
usually be identified as a premise. Example: create jobs for millions of workers.
The conclusion of this argument is the first state-
Pregnant women should never use recre-
ment, and all of the other statements are premises.
ational drugs, since the use of these drugs
can jeopardize the development of the
The argument illustrates the pattern found in most
fetus. arguments that lack indicator words: The intended
conclusion is stated first, and the remaining state-
The premise of this argument is “The use of these ments are then offered in support of this first state-
drugs can jeopardize the development of the fetus,” ment. When the argument is restructured according

Section 1.1 Arguments, Premises, and Conclusions 3

98683_ch01_ptg01.indd 3 02/02/23 3:37 PM

Other documents randomly have
different content
mountains beyond the Spanish frontier, and the foreground of French,
English, and cosmopolitan visitors.
One may be looking at the people quite aimlessly, when one of the
groups strolling slowly along among the rest suddenly attracts one’s
attention, owing to the extreme familiarity of one of the figures—a man a
little below the average height, having an almost white beard and a very
pleasant and charming manner as he talks to a little girl and boy walking
with him. It is King Edward VII., with two of his grandchildren, and with
them are one or two friends or members of the Court. No one pays the
slightest attention to the royal group, no one raises his hat, and no one turns
his snapshot camera in that direction; for it is understood that when the
King of England comes to the Hôtel du Palais at Biarritz he wishes to leave
all ceremony behind, and enjoy a spring holiday with as little ostentation as
possible.
SECTION XI

BIARRITZ TO PAMPLONA AND BACK VIA SAN

SEBASTIAN, 155 MILES
(250 KILOMETRES)
DISTANCES ALONG THE ROUTE
Kil. Miles.
Biarritz to St. Jean de Luz 16 10
St. Jean de Luz to Béhobie (frontier) 10 6¼
Béhobie (frontier) to Vera 15 9½
Vera to Almandoz 37 23
Almandoz to Pamplona 39 24
Pamplona to Tolosa 58 36
Tolosa to San Sebastian 23 14¼
San Sebastian to Fuentarrabia 20 12¼
Fuentarrabia to Béhobie (frontier) 6 3¾
Béhobie (frontier) to Biarritz 26 16
NOTES FOR DRIVERS
Only those who have cars capable of climbing for many miles up some
exceedingly steep gradients should attempt this little two-day journey
through the Basque Country of Spain to Pamplona. The surface of the
road is very dusty but good between Biarritz and Béhobie, and it is
rather better and much less dusty from the frontier to a little beyond
Irurita. Beyond that the steep gradients begin, and the surface of the
road becomes loose in places, although it keeps fairly good until the
long zigzag ascent to the Col de Velate, a pass among the mountains,
2,717 feet above sea-level.
Snow lingers in small patches at this height until April, but information as
to the state of the road can easily be obtained in Bayonne, Biarritz, or
Béhobie, before starting.
There is no need to fear brigands now that a couple of soldiers are always
stationed at the head of the pass.
Beyond the Col de Velate the surface rapidly improves, and becomes quite
good when the steepest part of the descent to Pamplona has been
accomplished.
Pamplona to San Sebastian.—This is a good but dusty road, except on
the very steep gradients which occur about halfway. There is a very steep
and very dangerous winding descent on leaving a long and narrow ravine,
but otherwise the descent towards the coast is gentle and continuous.
It is wise to carry provisions in the car for this journey, as the villages do
not cater for visitors or tourists. The fonda at Sant’ Esteban can provide,
however, a most excellent lunch, although giving only the slightest
signs of such a possibility. The Hôtel la Perla at Pamplona is clean and
the food excellent.
PLACES OF INTEREST ON THE ROUTE
St. Jean de Luz.—Picturesque town on level ground, with a small bay, old
houses, curious church, and Château de Louis XIV. Wellington’s
headquarters in 1813-1814.
Béhobie.—A frontier village by the international bridge over the Bidassoa.
Irurita.—An old and very quaint Spanish town, with several houses
ornamented with the armorial bearings of their noble owners.
Col de Velate.—A pass through the Pyrenees at a height of 2,717 feet,
guarded by soldiers to prevent brigandage.
Villava.—Has the ruins of an ancient convent and some Renaissance
houses.
Pamplona.—A large walled city, the capital of Navarre; has no great
attractions beyond its situation, its massive walls, and the Spanish life
of the streets. (1) Cathedral founded in 1397, and façade rebuilt in 1783;
(2) Church of San Nicolás, twelfth and thirteenth centuries; (3) San
Saturnino, a curious building, much altered since the fourteenth century;
(4) the citadel has seen much fighting, down to the Carlist War of 1875-
1876.
Road to Tolosa.—Through a long ravine for a great part of the way; small,
scattered villages here and there.
Tolosa.—A small town, with dark and narrow streets; Church of Santa
Maria has elaborate classic front.
San Sebastian.—A large and very attractive Spanish watering-place,
frequently visited by the King of Spain; citadel, on Mont Orgullo, is all
that remains of the defences of the town, besieged by the English in the
Peninsular War; Churches of Santa Maria, built in 1743, and San
Vicente, rebuilt in 1507; modern bull-ring.
Irun.—A small town of little interest; the church dates from 1508.
Fuentarrabia.—A very quaint old walled town, at the mouth of the
Bidassoa, about 3 kilometres from the main road at Irun.
This section of the tour is a two days’ journey to and from Pamplona, the
capital of Navarre. It is recommended on account of the scenery of the
passes of the Pyrenees which are traversed rather than for any architectural
or archæological interest, beyond the picturesqueness of the houses of the
wayside villages.
For the whole time one is either among the Basque people or their
neighbours a little to the south, who are sufficiently similar to them to be
almost indistinguishable.
THE BASQUES
The Basque people, when unmixed, are a fair people in face and hair,
and they are generally regarded as the survivors of the Iberian race which in
primitive times occupied Western Europe from Spain to Ireland.
Everywhere else they appear to have been absorbed by other races, and by
many who have studied the subject have been looked upon as a part of the
stock of the modern English, Irish, and Welsh.
Their language is of the agglutinative order, and has been called the
despair of philologists, the difficulty of discovering how many of the
Basque words have not been assimilated from other tongues being almost
insurmountable.
Of the religion of the ancient Basques Dr. Webster declares that no signs
remain, their country being without burial tumuli or standing stones,
although in the neighbouring areas the tumuli are thickly sown. The early
Christian missionaries speak of idols, but no one knows what these were.
Although a Roman road penetrates the heart of their country, the Basques
were very gradually Christianized, while the Celts, on the contrary, were
very susceptible to the new teaching from the East.
The Basques now hold to Roman Catholicism with firmness, and are an
industrious, hospitable, and very courteous people, and are not given to
excess or extravagance. They also differ from the city-loving Celts,
according to Mommsen, in their love of the country. They delight in
scattered habitations, and many of the Basque villages have scarcely
anything that can be called a street. When they emigrate, it is to South
rather than to North America, the Pampas life seeming to attract rather than
to repel them. ‘In forty-eight hours after their arrival,’ said a French chargé
d’affaires at Montevideo, ‘you will find not a Basque in the town.’ It is very
interesting, too, that in South America the dolichocephalic Basques are
always regarded as distinct from Spaniards and Frenchmen, the brand of
their race being deeper than the superficial signs of their nationality!
It is a rare thing to see a plough in the Basque Country, and the writer
has not yet done so. Instead of this ancient labour-saving implement these
remarkable people use the laya, or two-pronged digging-fork. This curious
implement has a handle coming from one side, and is thus in the form of the
letter h. One often sees a row of six or seven villagers—men, women, and
children—working shoulder to shoulder. All the forks are raised aloft
simultaneously, then driven into the soil from the full length of the arm
perpendicularly, and when the forks have been driven home with the foot,
the soil is turned over like a furrow by the pushing forward of all the forks
in a row. In this way a width of ground about eight feet wide, more or less,
according to the number of diggers, is ploughed into furrows with
wonderful rapidity, for the people work with the greatest energy, which
often surprises the stranger, who, on crossing the frontier, expects to enter a
land of idlers.
No. 12. BIARRITZ TO PAMPLONA.

LEAVING BIARRITZ
The road to the main-line station of Biarritz also takes one to the
highway for St. Jean de Luz and the Spanish frontier; but there is another
route closer to the sea, indicated in the sectional map, which joins the dusty
national road near Bi dar t , and, being shorter and less frequented, is worth
consideration, although there are one or two places where one needs to go
slowly in order to take the right turning.
ST. JEAN DE LUZ
is a quaint and attractive little town on flat ground almost level with the sea
at the mouth of the Nivelle. There is also an oval bay protected by
breakwaters.
In the town there are several picturesque half-timbered houses with
upper stories projecting on carved wooden corbels, and in the main street is
the very typical Basque church of St. Jean Baptiste, in which Louis XIV.
was married to the Infanta Marie-Thérèse of Spain on June 9, 1660. The
interior suggests a spacious concert-hall or theatre rather than a church, for
it is an aisleless structure with three tiers of black oak galleries fixed against
the walls one above the other. The men, in accordance with the Basque
custom, occupy the

THE METHOD OF SHOEING BULLOCKS IN THE BASQUE COUNTRY.

A sketch at Sant’ Esteban. (Page 207.)

galleries, while the women have the great surface of rather dusty wooden
floor to themselves.
Just where it is necessary to turn to the left to get to the bridge the
square-turreted Château de Louis XIV., built by Louis XIII., stands
overlooking a wide place. The Mairie, built in 1657, contains the act of
marriage of Louis XIV., and the Maison de l’Infante, on the quay, is shown
as the house where the royal bride stayed before her wedding; it contains a
painting of the ceremony by Gérôme.
No. 2, Rue Mazarin, behind the Maison de l’Infante, was occupied by
Wellington when he had his headquarters in the town from November 17,
1813, to February 20, 1814, after defeating Soult at the Battle of the
Nivelle. In this time of inactivity, while preparations were being made for
investing Bayonne, the life in St. Jean de Luz is thus sketched by Colonel
Hill James:
‘A gay little town was St. Jean de Luz in those days, when a pack of
English foxhounds successfully drew the neighbouring woods, followed by
a brilliant field of the boldest spirits of the day. Lord Wellington encouraged
the sport by constantly appearing at the meets, wearing his favourite
Salisbury Hunt livery of sky-blue with black cape. The Basque inhabitants
flocked to see this novel sport, undismayed by their warlike surroundings;
for the manly, honest, and straightforward conduct of the strangers had
reassured them, and they had returned to their homes to court the presence
and protection of the British Army, which paid with a liberal hand in good
coin for all it required.’

As long ago as 1520 Basque ships sailed from St. Jean de Luz to fish off
the coast of Newfoundland, and as pioneers in this enterprise one can feel
the fullest sympathy for the tenacity with which the French have held to
their fishery rights on that part of the American coast.
In the sixteenth and seventeenth centuries St. Jean prospered
exceedingly, although in 1588 the Spaniards had succeeded in burning the
town, in revenge for the many things they had suffered at the hands of the
Basque corsairs who lived at the mouth of the Nivelle.
When the Duke of Buckingham was endeavouring to assist the
Huguenots of La Rochelle in their desperate resistance to the huge forces
brought against it by Richelieu, St. Jean de Luz sent fifty ships to the help
of the garrison of the Île de Rhé, which had been blockaded by the English
fleet, and Buckingham, having failed in his final assault, was forced to sail
homewards and leave the Protestant town to fight the whole forces of
France. It held out for fifteen months, capitulating in October, 1628.
The pretty village of Ur r ugne, with its curious classic church, stands
close to the foot-hills of the mountain chain which almost touches the sea at
this point.
The curves of the road give beautiful views over the sea—a lovely blue
flecked with breaking waves—and the green valleys dotted with white
houses between the bare, buff-coloured mountain ridges.
BÉHOBIE (the Franco-Spanish frontier village)
In the little street of this village on the Bidassoa one must come to a halt
at the sentry-box by the international bridge, where the official enters
particulars of the car in a book, salutes, and allows one to cross the river.
On the other side Spanish officials direct one to turn to the right to reach the
Customs-house, where, if all arrangements have been made at home, it is
only necessary to produce the triptique, and pay a small sum, according to
one’s destination and the amount of petrol in the tank, which is calculated
by depth only, and not capacity!
When the officials are satisfied, one is free to go where one chooses
without any more trouble; but before leaving Béhobie it is worth while to
look at the Î l e des F ai sans , an island in the Bidassoa famous for the
meetings and conferences it has witnessed. The most memorable are the
meeting of Louis XI. and Henry IV. of Castile in 1463, the farewell of
François to his two sons on their way to Spain as hostages in 1526, and the
meeting in 1565 between Charles IX. and Catherine de Medici with her
daughter Elizabeth, wife of Philip II. of Spain.
‘Their majesties of France,’ says an old chronicler, ‘having heard through
Monsieur d’Orléans that the Queen of Spain was to cross the river which
separateth the two kingdoms on the South, dined full early, and, straightway
after dinner, they set off for this same river, adjoining the which they caused
leafy bowers to be builded, about two leagues distant from St. Jehan de Luz;
where they, having come, waited some two hours for her approach in a heat
so desperate, that five or six soldiers of Strozzi’s troops died, suffocated in
their armour. At last, towards two o’clock, the Court of the Queen was
beheld drawing near, then the Queen-Mother, seized with a great joy,
crossed the river, and found herself face to face with her whom she had so
long desired.’

In 1660 Louis XIV. met his future bride at Béhobie, and a great pavilion
was put up for their reception. It was decorated by Velasquez, who caught a
fever there, and died shortly after his return to Madrid.
The first turning to the left after crossing the bridge over the Bidassoa is
taken, and for several miles the road follows the river in a narrowing valley.
At the bridge where the road takes to the right bank of the river there is a
charge of 5 pesetas made for automobiles.
The scenery becomes more mountainous every mile, but the road keeps
fairly level as it winds through the steep-sided ravine of the Bidassoa. The
shiny foliage of box trees and bushes clothes the precipitous ascents in a
dark green garment, threadbare in places where the woodman has been at
work, and the rough banks by the roadside are in spring starred with
primroses growing among mosses, penny-pies, and withered ferns of the
previous year. The lonely houses now and then to be seen in the valley are
of the same type all the way to Pamplona. They have low-pitched, brown-
tiled roofs with a very wide overhang at the gables, shading a quaint
balcony at one end. The woodwork is often painted green or brown, and the
building is almost invariably whitewashed, leaving a margin of red stone
showing round windows and doors and at each corner. Where there are any
chimneys, they are of the diminutive type one finds in Italy. The shutters are
often plain and solid, and of different colours.
Ver a is the first village of a series. They are all small, the Basques, as
already mentioned, disliking anything but hamlets, and all are of great
picturesqueness. In general character they are very similar, each having,
besides its wide-eaved balconied houses, a rushing stream crossed by a
simple stone bridge half grown over with ivy, one or two bullock-carts, with
a few men whose clean-shaven faces and regular, almost handsome,
features seem too good to be true, a simple church, and possibly a military-
looking personage in a brilliant uniform at the door of one of the houses.
The bullock-carts are often of the most primitive type, with spokeless
wheels, such as one associates with the chariots of prehistoric man! Close to
the fonda at Sant’ Esteban there is a smithy where the bullocks are shod. As
the beasts do not stand quietly during the operation, they are slung in the
wooden framework shown in the accompanying illustration, their knees
resting on brackets and their hind-legs stretched out over a bar. They seem
to rest quite comfortably on the broad girths by which they are suspended.
Those who visit Spain should remember that fonda means inn, and also
that, in villages where there is no sign of the word on any of the houses,
there may nevertheless be an inn of a simple character where a modest meal
can be obtained.
Of the fonda at Sant’ Esteban the writer can speak with recent experience
of the excellent lunch of three or four courses, including an appetizing
omelette, which was prepared in a short quarter of an hour for five hungry
travellers. The waitress was a little girl of about fourteen, whose dignified
manner gave a finish to the meal, especially when she insisted on removing
the tablecloth before placing the dessert and wine on the old mahogany
table.
L eg asa is the next village. It has the usual features and conspicuously
pretty children.
Nar vat e is very quaint, with its wide green balconies and the carved
stone panels in the walls of the larger houses, revealing the heraldic
dignities of the owners.
Gorse is abundant, and in some of the villages one sees fences made of
thin slabs of stone placed upright on their edges in exactly the same fashion
as in the Lake District of England.
At the little town of I r ur ita , where coats of arms and carved wooden
brackets are numerous, the road from Bayonne is joined, and almost
immediately afterwards the road begins a long winding ascent among steep
hillsides covered here and there with short beeches.
The haystacks are built round a central pole, as one sees them all over
Italy, and the gates into the fields are of that awkward type which consists
of several loose bars or thin poles dropped one above the other between two
uprights placed close together at each side of the opening in the hedge or
stone wall.
Climbing steadily, one is soon high above the green valley, with its string
of villages just passed through, and the views become increasingly
mountainous and austere. Great serrated ridges form the horizon, and naked
rocks show above the road on the left. The villages become more scattered,
and soon after Al m andoz there is a vast solitude of precipitous ascents
covered with low beech-trees, until the bare crags and peaks, whitened here
and there with patches of snow, stand out against the clear sky and the
drifting clouds.
From this point to the head of the Col de Velate the surface of the
road is loose, and in places furrowed with running water, and the gradients
become very steep, with sharp curves which necessitate careful driving, but
a 12 to 15
ONE OF THE GATES OF PAMPLONA, THE CAPITAL OF NAVARRE.
Wellington besieged the town in 1813, and took it alter a brief resistance. (Page 210.)

horse-power car of a recent type can make the ascent very easily.
The head of the pass (2,717 feet above the sea) is guarded by two
soldiers, whose presence is sufficient to keep off brigands. A suspicion of
adventure is given to the tour at this point in the visible evidence that, but
for these two cloaked figures, bearing modern rifles, a group of reckless and
fully armed banditti might appear at any corner of the road and reduce the
harmless tourist to a penniless condition.
A picturesque diligence that travels by this road is drawn by three mules
abreast, with another leading. Besides this one seldom meets anything but
the local vehicles of the villages. There are opportunities of seeing a
number of rare birds, if one is lucky, and has time to linger in the solitude of
the pass.[G]
Masses of conglomerate rock are passed on beginning the descent, and
the evening light falls on great slopes covered with beech. The road
gradually improves as the descent towards the plain is made. More quaint
villages are passed, dogs bark, and carts are met drawn by five or six mules
in a long line.
Before reaching Pamplona, the sun sets behind a jagged ridge of blue
mountains fringed with fluffy golden clouds, and the villages begin to show
specks of brightness from a distance, for all are lighted with electricity,
owing to the cheap power which is supplied by dozens of mountain torrents
and streams.
Vi ll ata has an old bridge, a ruined convent, a small river falling over a
dam, and a main street of tall houses, some of them ornamented with classic
sculpture. It also has a notice warning cars to reduce speed. Soon afterwards
an avenue of trees dignifies the road as one approaches
PAMPLONA
From the exterior, the lofty walls, the citadel and bastions of the city,
with the towers of its cathedral and churches rising above, set in an
amphitheatre of mountains, make a most attractive picture, but within there
is a want of antiquity which is disappointing. There are no streets of old
houses, and the churches lack, to some extent, the spirit of romance,
although one of them dates back to the twelfth century.
The Cathedral was founded in 1397 on the site of an older building, and
the façade was built in 1783. The interior has three naves and richly carved
choir stalls dating from 1530. In the south transept the doorway leading to
the cloisters, of the fourteenth and fifteenth centuries, has a carved
tympanum showing the death of Mary. It is painted and gilded, and is a very
beautiful example of late fourteenth-century work.
The Chapel of Santa Cruz, in the south-west corner of the building, has
an iron fence made of the chains which surrounded the tent of the Emir at
the Battle of Las Navas de Tolosa in 1212. The tomb of Charles III. and his
wife, Leonor of Castile, has been taken from the choir to the old kitchen of
the canons.
The Church of San Nicolás, in the Paseo de Valencia, is an interesting
building of the twelfth and thirteenth centuries.
San Saturnino has been restored and altered a great deal since the
fourteenth century, and is now a curious building containing a dreadful
atmosphere of human decay, the wooden floor being almost entirely
composed of numbered trap-doors leading into the vaults beneath. On this
dusty floor the ‘devout’ kneel to repeat prayers in front of little altars and
shrines, and seem to disregard the pestilential odours of the dead, which
make the church intolerable for more than a few minutes. Perhaps the dirt
and the smell are regarded somewhat after the manner of a penance,
although the Roman Church, which inclines to a monetary basis for all the
forms of absolution it dispenses, would be hardly likely to give it any
recognition. Before hurrying out of the building the large representation of
an armed knight in low relief high up on one of the walls should be noticed.
The north door has a fine carving of the Last Judgment.
The Citadel is a great star-shaped fort at the south-west corner of the
city’s defences, which have been attacked at different times down to the
Carlist War of 1875-1876, when the city endured several bombardments
without the Carlists being able to gain an entry.
In 1521 Pamplona was besieged by the French, and a young Spanish
captain named Iñigo Lopez de Recalde was wounded near the gate of San
Nicolás. During his convalescence he planned the rules of the Order of the
Jesuits, and became their first vicar-general, being known after his death as
St. Ignatius de Loyola. Near the gateway a chapel was, in 1691, erected to
the memory of the founder of the Jesuits.
In spite of its formidable defences, Wellington besieged Pamplona in
1813, after his victory at Vittoria, and took it after a brief resistance.
PAMPLONA TO SAN SEBASTIAN
Leaving by the gateway called the Puerta Nueva, one crosses the River
Arga, and goes north-westward on a level dusty road. The city, with its
double tier of ramparts and its church towers, soon becomes a distant object
in the narrow plain set about with blue mountain peaks. On getting closer to
the rocky heights the crumpled and distorted stratification becomes visible,
as well as the intrusive masses of pale grey rock.
All the level ground is under cultivation, and the Basque method of
digging with the laya can be frequently seen, for the Navarrais of the
northern half of the province of Navarre scarcely differ at all from the
Basques, and have the same language and physique. In the southern half of
the province the people speak Spanish, and have the same characteristics
and the same failings as the Spaniards.
A few rather dilapidated villages are passed, and then a road to the right
is taken. It leads at once straight up to a narrow cleft in a great glacis of
forbidding grey rock. It almost takes one’s breath away to approach such a
natural fortress in a car, but the road is encouraging, and one drives through
the yawning portal into a narrow ravine, where a noisy stream of very green
water rushes among boulders just below the road. Every few minutes it
seems as though there can be no way out of the gorge, and that the road will
either run into a quarry or a tunnel, but a fresh bend always shows a good
stretch of road in front. Holly and beech grow on the precipitous slopes, and
teasels and Christmas roses are passed. A rabbit is never seen, but
sometimes a few sheep appear among the rocks.
A notice-board warns the driver of a big descent with a rough surface
and hairpin corners and views of distant mountains, after which the road
continues in a ravine for several miles, descending always. There are a few
more villages, but little chance of a good déjeuner before reaching Tolosa.
The valley gradually opens out a little, the scenery becomes tamed with
agriculture, and soon after the road has turned towards the north one enters
TOLOSA
It is a small town with two narrow, shadowy streets running parallel and
quite close together, with a collection of new houses with bright red roofs,
and some cloth and paper mills scattered promiscuously outside the old
nucleus. The Church of Santa Maria, passed on the right, has an elaborately
ornamental classic front, and the interior decorated with local marble.
At the village of Andoain there is a fork where the turning to the left is
taken, and a beautiful road follows a river to L ascar te , where one goes to
the right for San Sebastian, passing a number of factories, and then coming
out to a delicious view of great green waves foaming on to the rocks of the
bay of
SAN SEBASTIAN
It is a fashionable seaside town, with wide modern streets, containing
little to interest the visitor beyond the smartly dressed people, the shops,
and the chances of seeing the youthful King of Spain or other members of
European royal families. The picturesque bay, with the rocky Isle of Santa
Clara and the mountainous coast-line, make San Sebastian a most attractive
place. The season is from June to October, when inland towns are being
baked under a fierce sun.
The old town, besieged in 1813 by Wellington’s army, and occupying a
peninsula between the mouth of the Urumea and the bay, had had its
fortifications removed by 1865, so that there is little to remind one of the
siege of Napoleonic times. All who go there should, however, read a
detailed account of the investment which Wellington entrusted to General
Sir Thomas Graham. The garrison, under General Rey, made such a
successful resistance to the first assault that the allied forces were obliged to
retire, but a few weeks later Graham returned, and finally took the citadel
on Mont Orgullo. The English and Spanish soldiers were accused of
reckless sacking and plundering when they captured San Sebastian, but it is
difficult to find the truth of the matter. One thing that is definitely known is
the fact that Wellington complained so much of the plundering of the
Spanish troops that he even sent them back from the front as he approached
the Adour.
The citadel on Mont Orgullo cannot be entered without permission, but
anyone may climb up the hill to the English cemetery, where the British
officers who fell in the attacks on the town were buried.
The Church of Santa Maria was built in 1743, and San Vicente, rebuilt in
1507, has a reredos of gilded wood dated 1584.
THE LIMESTONE GORGE IN THE PYRENEES, BETWEEN PAMPLONA AND TOLOSA.

A large modern bull-ring is conspicuous on the hill on the east side of the
river. It is highly interesting to visit this twentieth-century amphitheatre,
and to see the elaborately fitted operating-room where the wounded
toreador, a victim of Spanish decadence, can receive immediate treatment.
There is also a small chapel in which the bull’s antagonist can receive the
Sacrament before he goes out to the dangerous encounter.
At I r un , which need not delay one, there is a turning to the left leading
down to the very picturesque little walled town of F uentar r abia , at the
mouth of the Bidassoa. It is difficult to take a motor through the narrow
streets, and it is therefore wiser to leave the car outside the quaint gateway.
Wellington’s army crossed the mouth of the Bidassoa in October, 1813,
the men wading through the water at low tide with their rifles held above
their heads. Soult expected that the English would cross at Vera, eight miles
up the river, the bridge at Béhobie having been destroyed, and being
unaware of the ford among the sandbanks, which was known to the Basque
fishermen.
SECTION XII

BIARRITZ TO PAU, 69 MILES

(111 KILOMETRES)
DISTANCES ALONG THE ROUTE
Kil. Miles.
Biarritz to Bayonne 7 4½
Bayonne to Peyrehorade 35 21¾
Peyrehorade to Puyôo 17 10½
Puyôo to Orthez 14 8¾
Orthez to Artix 19 11¾
Artix to Pau 19 11¾
NOTES FOR DRIVERS
Bayonne to Peyrehorade.—A rather bad surface at the present time,
which will probably be improved. A steep ascent out of Bayonne, and
after that only small undulations.
Peyrehorade.—At bridge do not cross, but keep straight on, and bear to
the left to cross railway, then at once to the right.
Orthez to Pau.—The road is level.
PLACES OF INTEREST ON THE ROUTE
Peyrehorade.—Picturesque little town, with narrow streets; two castles,
one in town and one by river; modern church.
Puyôo.—Old village, with early defensive mound, from which the place
obtains its name.
Baigts.—Ruins of twelfth-century castle and sulphurous springs.
Orthez.—Formerly the capital of Béarn, an historic town on the Gave de
Pau, with (1) a fourteenth-century fortified bridge; (2) church of
fifteenth century; (3) Tour Moncade, the keep of the castle built in 1242;
(4) a few old houses in the Rue Bourg-Vieux.
After leaving Spain the architecture on this section of the route seems
rather dull and the scenery lacking in grandeur, but this impression lasts
only for a short time, for the road, after going north-east by east for a few
miles, gets nearer to the great white ridge of the Pyrenees, and day after
day, as one goes eastwards, the snowy peaks form a great rampart on the
right. They make splendid backgrounds to nearly every view, and one is
never weary of gazing into the rugged valleys that open up every now and
then as the miles slip by.
On leaving Bayonne, one goes past the entrance to the railway-station on
the left, and follows the road that goes off to the right for Orthez and Pau.
For several miles there is little calling for comment. Here and there a fine
umbrella pine stands in lonely dignity, and in the spring there is much pink-
and-white fruit-blossom. The ploughs and the country carts are all drawn by
bullocks.
The broad Adour is crossed on an iron bridge, and then, near
P ey r eh or ade, the scenery improves. On market-days the narrow street of
the little town is choked up with bullock-carts, and the spaces between them
thronged with country-folk and soldiers, and the difficulty of getting the car
through
No. 13. BIARRITZ TO PAU.

the tangle of traffic is so great that it is wiser to take the road going straight
ahead at the bridge, passing the grey-towered castle which stands above the
road.
The church of Peyrehorade is modern, and beyond the castle just
mentioned and the ruins of another—the Château de Montréal, built in the
sixteenth century on the banks of the Gave—there is little to delay one. All
the way to Orthez the road keeps by the river known as Gave de Pau, which
was the line of Marshal Soult’s retreat from Bayonne.
P u y ôo is a pleasant village, with steep roofs covered with brown tiles,
and rows of ornamental overhanging courses under the eaves, chiefly
formed with curved tiles. The name of the place, according to Mr. Baring-
Gould, comes from the patois word for the great mound with a hollowed-
out top, which was a stockaded fort of the Franks.
The hamlet of B ai gt s has a railway-station, a ruined castle of the
twelfth century, sulphurous baths, and a grand view of the Pyrenees.
ORTHEZ
is the ancient capital of Béarn, and although it has been robbed of much of
its architectural charm, it still retains its conspicuously attractive fortified
bridge over the Gave, which is illustrated here. The river flows rapidly
along a deep rocky channel, with huge masses of stone standing immovably
in the midst of the surging waters. The bridge was built in the fourteenth
century, and in the centre rises a machicolated gateway. Although restored
in 1873, the window remains through which the Huguenots, under
Montgomery, forced priests and friars to leap into the river.
There are only a few old houses left in the town, and these are chiefly in
the Rue Bourg-Vieux. The church is a fifteenth-century building with a
modern spire, but the Tour Moncade is the machicolated keep of the castle
built in 1242 by Gaston VII. It was this fortress which was visited by
Froissart in 1388, when Gaston VII., surnamed Phœbus on account of his
beauty, Count of Béarn and Foix, held his brilliant Court there.
Froissart says so much of his host’s perfection in everything that a false
impression of the man might be gained if some rather ugly facts were not
known concerning him. In a moment of passion he stabbed Pierre de Béarn,
Governor of Lourdes, who was either his brother or cousin, because he
refused to give up the castle of Lourdes, and he also murdered his own son
Gaston. The wife of Gaston Phœbus was living at Pamplona, after having
become estranged from her husband, and while her son was visiting her,
Charles the Bad of Navarre gave him a little bag of arsenic, which he
declared was a love-potion which would restore his father’s love for his
mother if the powder were sprinkled on the Count’s food. The youth wore
the bag of arsenic under his clothes, and eventually returned to Orthez; but
his half-brother, having seen the bag, warned his father, who waited until
his son was serving him at dinner, and then, suddenly seizing hold of his
vest, obtained possession of the bag. The powder was sprinkled on some
food and given to a dog, who succumbed to the poison soon afterwards.
Young Gaston was placed in confinement, and, fearing to be poisoned,
refused all food. His father therefore went to the dungeon and stabbed his
son with a knife, saying, ‘Ha, traitor! why dost thou not eat?’
Orthez at one time had a Calvinist University, and the building still
remains, although it is no longer a University. The Protestantism of the
town has been consistent from the time of Jeanne d’Albret down to the
present day, for there are more Protestants in Orthez than in any other town
in Béarn. Montgomery, who had caused the death of Henri II. while tilting
with him in the lists, began his career as leader of the Huguenots by raising
an army and capturing Orthez, which had been filled with troops by Charles
IX., in order to coerce the people into Roman Catholicism, three years
before the massacre of St. Bartholomew. When the Huguenot army took
Orthez, Montgomery’s initial success was marred by the savage treatment
of the friars already mentioned. When the unfortunate clergy endeavoured
to save themselves by swimming to the banks, they were shot.
In 1814, in the last phase of the Peninsular War, when Wellington was
driving Soult before him, Napoleon’s marshal decided to give battle at
Orthez, placing his army of 30,000 men in a well-chosen position on the
hills to the north of the town. Wellington attacked with 50,000 men, and
after a desperate fight, in which 10,000 were killed, the French retreated
along the road to Pau, at
THE FORTIFIED BRIDGE AT ORTHEZ.
From one of the windows of the tower, Montgomery, during the religious wars of the sixteenth
century, forced priests and friars to leap into the river.

first in an orderly fashion, but in the greatest confusion when their retreat
was threatened. In his despatch Wellington wrote:
‘We continued the pursuit till it was dusk.... I cannot estimate the extent
of the enemy’s loss; we have taken six pieces of cannon and a great many
prisoners. The numbers I cannot at present report; the whole country is
covered by their dead. The army was in the utmost confusion when I last
saw it passing the heights near Sault de Navailles, and many soldiers had
thrown away their arms; the desertion has since been immense.’

The scene of this débâcle is passed through on the way to Pau, but there
is nothing at all to suggest the horrors of such a bloody retreat. There is an
almost English feeling in the aspect of the country, the villages being tidy;
and the large houses, standing in pleasant, well-kept, park-like
surroundings, give a feeling of repose to the scenery. To the right, beyond
the river, the landscape becomes hilly and dark with woods, and ends with a
piled-up horizon of blue-white peaks touched here and there with a pale
gleam where the sunlight falls on the snow.
It is interesting to watch the change from tiled roofs to slate, and the
high-pitched roofs with hipped ends and splayed eaves, entirely taking the
places of the low roofs near Bayonne. Here and there walls built of round
stones laid herring-bone-wise recall the cottages and barns of parts of the
Sussex coast. The road keeps by the Gave, and goes very straight over the
flat alluvial land of the valley until the beautifully situated town of Pau is
reached.
SECTION XIII

PAU TO ST. GAUDENS, 61½ MILES

(99 KILOMETRES)
DISTANCES ALONG THE ROUTE
Kil. Miles.
Pau to Tarbes 38 23½
[Pau to Lourdes via St. Pé-de-Bigorre 39 24¼]
[Lourdes to Tarbes 19 11¾]
Tarbes to Tournay 18 11¼
Tournay to Lannemezan 17 10½
Lannemezan to Montrejeau 16 10
Montrejeau to St. Gaudens 10 6¼
NOTES FOR DRIVERS
Casabieille (19 kilometres from Pau).—A sharp ascent.
Ibos.—The winding descent to near this village in the plain of Tarbes is
dangerous.
Pau to Lourdes.—The shortest route is along the road to Tarbes as far as
Soumoulou, and then through Pontacq. The longer way mentioned
above is more beautiful.
Tarbes to Montrejeau.—A steep climb out of the plain of Tarbes; then
several ascents and descents from one valley to another.
Montrejeau to St. Gaudens.—Level after the steep descent on leaving
Montrejeau.
PLACES OF INTEREST ON THE ROUTE
Pau.—A large modernized health resort, with splendid views of the
Pyrenees; numerous first-class hotels, winter garden, and places of
amusement; interesting château, built by Gaston Phœbus between 1373
and 1380, and altered by Henri d’Albret.
Lourdes.—Pilgrimage town, visited annually by thousands of Roman
Catholics since 1858, when a child said she had seen the Virgin in a
grotto; medieval castle, modernized; fine mountain scenery.
Tarbes.—A rather uninteresting town, famous for horse-breeding; modern
streets of small houses; public gardens of 30 acres, more worth seeing
than the ungainly cathedral.
Tournay.—A small town; is without any particular interest.
Lannemezan.—A small town, with a church partly Romanesque.
Montrejeau.—Picturesque little town; castle keep now the church tower;
quaint market-hall on pillars; arcaded houses.
PAU
In its situation Pau is most fortunate, for, being raised high above the
rushing Gave, the views of the splendid chain of white mountain peaks are
uninterrupted, and most of the modern hotels have their balconies
commanding the great panorama of the Pyrenees, with the Pic du Midi
d’Ossau in the centre. The impressive scenery, coupled with a mild and
genial climate and much winter sunshine, has lifted Pau from the obscurity
into which history had allowed it to fall into one of the most popular inland
resorts in France.
Town Plan No. 16.—Pau.

It is a clean and healthy town, having had much attention paid to its
sanitation, the authorities knowing that the English and American visitor
has a strong antipathy to a tainted atmosphere. The town even has a supply
of pure drinking-water, and besides the indoor attractions of a modern
Winter Palace, there are golf, tennis, polo, and a pack of foxhounds.
There is a season all through the year, for tourists follow the winter
visitors; then there are the crowds of the ‘faithful’ on their way to Lourdes,
and those who come to immerse themselves in the thermal waters for which
the Pyrenean range is famous.
In its history Pau is chiefly interesting during the sixteenth century.
Before that there was a fortress rebuilt between 1373 and 1380 by Gaston
Phœbus, the keep of which can be seen to-day; but Pau only rose to
importance when it became the capital and the residence of the Sovereigns
of Béarn.
In 1527 Marguerite de Valois, the charming young sister of François I.,
was married to Henri d’Albret of Béarn. She not only obtained architects
from Italy to remodel the castle on the Renaissance style, and made what
was then considered the most beautiful garden in Europe, but attracted to
her Court the leading artists, poets, and savants, as well as the best of the
nobility of her time. Further than this, Marguerite encouraged the
Reformation movement so warmly that Calvin and Clément Marot, whose
psalms were sung by the Huguenots, found a refuge with her at Pau.
Marguerite’s daughter was the famous Jeanne d’Albret, who became the
mother of Henry of Navarre, the great Protestant champion who eventually
became Henri IV. of France. Jeanne’s husband, Antoine de Bourbon, died in
1562, leaving her the ruler of Béarn and Navarre; and being free to act as
she chose, Jeanne made a public declaration of her belief in Protestantism,
and then made the mistake of endeavouring to force her people to take the
same step. It therefore became necessary for Charles IX. to send an army
against Béarn; but Jeanne d’Albret, assisted by the Prince of Condé and the
English, raised a strong force, commanded by Montgomery, and defeated
the Catholics. These victories, as already mentioned in connection with
Orthez, were marred by the savage treatment of the Catholics, including a
massacre at a feast held on August 24, 1569, of ten lords whose lives
Montgomery had promised to spare. The apartment of the château in which
this bloody deed was carried out is hung with tapestry, and is called the
Grand Salon de Réception de Henri II. (of Navarre).
Under Louis XIII. Navarre and Béarn were made into a province, and
Pau, no longer possessing a royal Court, soon dropped into an obscurity in
which it remained until English visitors began, in 1850, to draw attention to
the attractions of the climate and scenery.
T h e Château (open every day between 10 and 5 from April 1 to
September 30, and between 11 and 4 from October 1 to the end of March).
The fourteenth-century keep of red brick, built by Gaston Phœbus, as
already mentioned, stands to the left on entering the courtyard through the
open arches of the east side. On the left—that is, overlooking the river—is
the beautiful façade restored by Henri d’Albret (Henri II. of Navarre). It
contains the grand salon where the massacre mentioned above took place,
and also the Chambre de Henri IV., where the Protestant king was born on
December 13, 1553. His cradle, in the shape of a large tortoiseshell, is still
preserved in the room.
An interesting story concerning the birth of the child is told by Miss
Sichel in her work on Catherine de Medici.
‘His birth was the occasion ... of Jeanne’s [his mother’s] winning of a bet
by a song.... Henri II. [Jeanne d’Albret’s father] knew full well that Jeanne
felt great curiosity about his will. Suddenly he rose and opened a coffer,
from which he took a long neck-chain fastened to a small gold box. “Ma
fille,” he said, “you see this box? Well, it shall be your own, with my last
will, which it contains, provided that, when your child is about to enter the
world, you will sing me a Gascon or a Béarnais song. I do not want a
peevish girl or a drivelling boy.” Jeanne was charmed, and her father
ordered his faithful servant Cotin to sleep in her dressing-room, and to fetch
him at the eventful moment. When it came, between two and three on a
bleak winter morning, she remembered to keep her promise, and despatched
Cotin to her father. Not long after she heard King Henri’s step upon the stair,
and in a strong sweet voice she began to sing the ballad of the country-side,
“Notre Dame du bout du pont, aidez moi à cette heure”—an invocation to
the miraculous image of the Virgin, the patron-saint of matrons, which stood
in the chapel at the end of the Bridge of Pau. Henri was in time to receive
the baby into his arms. With great circumspection he wrapped it in the skirts
of his robe, and then conscientiously placed the gold box in his daughter’s
hand. “There! that is thine, my girl,” he said, as he did so; “but this”—
pointing to the child—“is mine.” With these words he carried it away to his
own apartments, where the nurse awaited him. But before he gave it to her
he fulfilled the old custom of Béarn, and first rubbed its little lips with clove
of garlic; next offered the new-comer wine in a golden cup. Legend says that
the precocious Prince smelled the wine, and raised his head joyously with
other “signs of satisfaction”—that he swallowed the rich red drops which his
grandfather put upon his tongue. “Va, tu seras un vrai Béarnais!” exclaimed
the delighted Henri.’

It is a pity that the château has been so much restored. The work was
chiefly carried out, with poor taste, under Louis Philippe.
In No. 5, Rue B er nadotte , which is marked with an inscription,
Bernadotte, King of Sweden, was born on January 26, 1764.[H] He was a
lawyer’s son, who entered the army, and, at the early age of thirty years, had
become General of Brigade. When the heir to the throne of Sweden died,
Bernadotte was chosen, in 1810, as his successor, Napoleon thinking that
his late General would submit to his wishes. Bernadotte, having no friendly
feeling towards Napoleon, acted with complete independence, and in the
fatal Battle of Leipsic the Swedish troops under him had a large share in
Napoleon’s defeat. The lawyer’s son became Charles XIV. of Sweden in
1818.
THE ROAD TO TARBES
goes as straight as an arrow, except where it ascends and descends from the
high ground that encloses the plain of Tarbes. The chief features are the
huge views of the Pyrenees and the roadside houses, which very often have
curiously thatched roofs.
At S oum oul ou a turning to the right goes, through Pontacq, to the
Roman Catholic Mecca of L our des .
Before 1858 this famous pilgrimage centre was a village of no
importance at all. It can now be

No. 14. PAU TO ST. GAUDENS.

reached by a railway and by good roads, and there are large hotels for the
thousands of Catholics who flock there every year. Unlike Rocamadour,
there is no architectural charm, nor is there any peculiarity of situation,
about Lourdes. It stands in one of the many picturesque valleys that open
out from the main Pyrenean chain, and its medieval castle, mentioned in the
previous chapter, has been much modernized. No, Lourdes became famous
because a little village girl, fourteen years of age, named Bernadette
Soubirous, who minded pigs, stated that she had seen and conversed with
the Virgin on several occasions. Roman Catholic apologists admit that
Bernadette was a diseased, asthmatic, and underfed child, and also that ‘she
was not particularly intelligent.’ On the first occasion when the girl claimed
to have seen the Virgin she was accompanied by her sister Marie and
another companion, but neither of them saw any vision, nor did they hear
the sound of wind which Bernadette thought she heard. The crowds who
watched her during the numerous other occasions in the same month
(February, 1858), when she went to the grotto by the Gave to see the Virgin,

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