(6) Define and illustrate a prosyllogism and an episyllogism. (7) Why are polysyllogisms so called? (8) Define and illustrate the sorites. (9) Relate the sorites and the epicheirema to the enthymeme. (10) Illustrate the two forms of sorites. (11) Explain the two forms of sorites by means of a diagram. (12) Prove the truth of the two rules of the progressive sorites. (13) Illustrate two kinds of irregular arguments and show that they are valid. (14) Complete the five enthymemes of page 248 and indicate their mood and figure. =9. QUESTIONS FOR ORIGINAL THOUGHT AND INVESTIGATION.= (1) Why should enthymemes of the second order be less common than those of the first? (2) You desire to make it evident to a child that a small beginning often leads to a momentous ending; do so in terms of the enthymeme of the first order. (3) Show that prosyllogism and episyllogism are relative terms. (4) When the common premise of the “pro” and “epi” syllogism is omitted what abbreviated form results? (5) From the viewpoint of your definition criticise this: “A sorites is a series of prosyllogisms and episyllogisms in which all of the conclusions are suppressed except the last.” (6) Prove the truth of the two rules of the regressive sorites. (7) Show that the prosyllogism and the episyllogism may be progressive or regressive. (8) “Reasoning from cause to effect”――is such progressive or regressive? Explain. (9) Which is inductive in nature, the progressive form of reasoning or the regressive? Explain. (10) Test the validity of the enthymemes on pages 248 and 249. (11) “A sorites is at least as immediately convincing as the chain of syllogisms into which it can be decomposed.” Discuss this. CHAPTER 14. CATEGORICAL ARGUMENTS TESTED ACCORDING TO FORM. =1. ARGUMENTS OF FORM AND MATTER.= The matter relative to the syllogism treated in chapters 11, 12 and 13 is given primarily to enable the reader to test the validity of categorical arguments. Such arguments must be viewed from the two standpoints of _form_ and _matter_, since it is one of the chief purposes of logic to enable the student to detect fallacious reasoning, no matter how subtly it may be concealed. Therefore, that one may gain marked facility in this kind of work, it becomes necessary to proceed with _thoroughness_ and _confidence_. The _meaning_ of arguments and the various _material_ fallacies may be treated later; but we are now equipped with sufficient knowledge and experience to test the validity of arguments from the viewpoint of _form_. =2. ORDER OF PROCEDURE IN THE FORMAL TESTING OF ARGUMENTS.=