1. Arrange logically and complete. 2. Determine the figure and mood. 3. Apply rules for negatives and particulars. 4. Indicate distribution. 5. Apply rules for distribution. 6. Name fallacies, if any, giving reasons. The logical arrangement of syllogistic arguments is 1. Major premise. 2. Minor premise. 3. Conclusion. Any proposition in a syllogism which answers the question “_Why?_” is a premise, whereas the conclusion follows “_therefore_”, or its equivalent either written or understood. If a conclusion is to be supplied, unite the two terms which are used but _once_ in the premises, using the “minor premise term” as the subject. If a premise is to be supplied, unite the middle term with the “minor” to form the minor premise and with the “major” to form the major premise. (3) Arguments which are regular, complete, and logically arranged, may be tested by symbolizing the mood and figure, underscoring the distributed terms, and then applying the general rules of the syllogism. (4) Arguments with illogical premises may not be tested with impunity till the faulty premises are made logical. The exclusive, an illogical proposition introduced by only, alone, none but, and the like, may be made logical by interchanging subject and predicate and calling the proposition an A. The individual proposition is one with a singular subject. In testing, individual propositions are classed as universal. Propositions introduced by “all-not” are usually given the significance of “some-not”. These are called partitive propositions, which in the testing, should be denominated “O’s”. Inverted propositions when subjected to the test for validity must be converted _simply_ and then classified. (Usually as A’s.) (5) In supplying propositions which are taken for granted, the aim should be to make the argument valid, provided this can be done without violating the rules of logic, English, and common sense. Ability to _substitute_ equivalent words, phrases, or clauses is demanded of the student of logic, inasmuch as such substitution is frequently needed in the testing of arguments. Number and tense have little significance in dealing with arguments. (6) The common mistakes of students made in testing arguments concern exclusive, partitive and inverted propositions, and an inability to recognize expressions equivalent in meaning. =9. REVIEW QUESTIONS.= (1) Name and explain the two standpoints from which all arguments must be viewed. (2) Give an outline of procedure which may be serviceable in the testing of categorical arguments. (3) Give illustrations showing that the logical order of categorical arguments is not the usual mode of procedure in common parlance. (4) Offer suggestions which may aid in designating a premise; a conclusion. (5) How would you proceed in forming any one of the three propositions of a syllogism when the other two are given?