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An introductory text-book of logic - Mellone, Sydney - Rare Books at ...

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32O<br />

FALLACIES.<br />

secundum quid e.g., every man has a right to inculc<strong>at</strong>e<br />

his own opinions ; therefore a magistr<strong>at</strong>e is<br />

justified<br />

in using his power to enforce his own political views.<br />

We cannot infer <strong>of</strong> his special powers as a magistr<strong>at</strong>e<br />

wh<strong>at</strong> is only true <strong>of</strong> his general rights as a man. 1<br />

To the two fallacies already mentioned in this con<br />

nection, De Morgan rightly proposes to add a third<br />

th<strong>at</strong> <strong>of</strong> arguing from one special case to another special<br />

case, which does not resemble it in m<strong>at</strong>erial circum<br />

stances. The student will see th<strong>at</strong> this is really iden<br />

tical with false analogy (ch. VIII. 4).<br />

(3) The next fallacy was called by the L<strong>at</strong>in writers<br />

Ignor<strong>at</strong>io Elenchi, after Aristotle s e &quot;<br />

Xey^ou ayvoia, ig<br />

norance <strong>of</strong> [the n<strong>at</strong>ure refut<strong>at</strong>ion.&quot; <strong>of</strong>] To refute an<br />

adversary s assertion, we must establish the exact <strong>logic</strong>al<br />

To prove a conclusion<br />

contradictory <strong>of</strong> it (ch. III.<br />

7).<br />

which is not the contradictory is ignor<strong>at</strong>io elenchi. In<br />

modern <strong>text</strong>-<strong>book</strong>s the scope <strong>of</strong> the fallacy is extended<br />

to cover all cases <strong>of</strong> &quot;proving the wrong point,&quot;<br />

cases in which, instead <strong>of</strong> the required conclusion, a<br />

proposition which may<br />

Mr Welton quotes a concise example from Spencer s<br />

all<br />

be mistaken for it is defended.<br />

Educ<strong>at</strong>ion :<br />

&quot;<br />

Throughout his after career, a boy, in nine<br />

cases out <strong>of</strong> ten, applies his L<strong>at</strong>in and Greek to no<br />

practical purposes.&quot; As the same writer observes, Mr<br />

&quot;<br />

ignores the fact th<strong>at</strong> the advoc<strong>at</strong>es<br />

Spencer s argument<br />

<strong>of</strong> a classical educ<strong>at</strong>ion do not claim th<strong>at</strong> L<strong>at</strong>in and<br />

Greek are <strong>of</strong> direct use in practical life. Wh<strong>at</strong> they do<br />

urge is th<strong>at</strong> the study<br />

<strong>of</strong> the classics furnishes an un<br />

rivalled mental training ; and it is this proposition which<br />

1 Some writers identify the fallacy a dicto simpliciter ad dictum<br />

secundum qiiid with the fallacy <strong>of</strong> Accident, and accordingly call the<br />

fallacy a dicto secundum quid ad dictum simpliciter the &quot;converse<br />

fallacy <strong>of</strong> Accident.&quot;

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