3b. Indicate the common attributes of the following terms, underscoring the properties: Tree, teacher, garden, house, river. 4. The rules summarize well the essentials of the subject matter of the logical definition. Therefore, it is highly important for the student to have these rules at the “tip of the tongue.” With this in view a device of this nature may be helpful. Make each letter of the word rules stand for the initial letter of a suggestive word in each of the five _rules_. For example: r (repeat), u (unambiguous), l (language affirmative), e (essential), s (same size). With a little study “r and repeat,” “u and unambiguous,” “l and language affirmative,” “e and essential,” “s and same size” may be firmly linked together in the memory. _Repeat_ suggests the third rule, do not repeat the name, etc.; _unambiguous_, the fourth rule, not ambiguous language, etc.; _language affirmative_, the fifth rule; _essentials_, the first rule; _same size_, the second rule, subject and predicate must be of same size. The fact that the rules are not recalled in order of treatment is inconsequential. It is the writer’s experience that fifteen minutes of concentrated study upon this device or one similar to it will indelibly stamp upon the mind these troublesome rules. The student may be able to devise a more helpful keyword. =13. REVIEW QUESTIONS.= (1) Why should the subject of definition appeal strongly to the school teacher? (2) Define a predicable. (3) Name in order the five predicables. (4) Define and illustrate the terms genus and species. (5) Explain the terms summum genus, infima species, sui generis. (6) Illustrate proximate genus. (7) Explain the terms genus and species as used in natural history. (8) Exemplify the double meaning of the genus man. (9) Define and illustrate differentia. (10) In what sense is the species a richer term than the genus? (11) Distinguish between property and accident. (12) Illustrate separable and inseparable accidents. (13) Give descriptive definitions of the following, indicating the five predicables: logic, general term, non-connotative term, obversion. (14) Define definition; illustrate. (15) Distinguish between definition and division. (16) Name, define and illustrate the three kinds of definitions. (17) Distinguish between real and verbal definitions. (18) Define in three ways the following: king, government, city, metal. (19) State the rules of logical definition. (20) What words may be used as _cues_ to aid in recalling the rules for logical definition? (21) Under what circumstances will the wise teacher make use of each of three kinds of definitions? (22) Relative to the second rule for logical definition what are the _three_ questions that one should ask himself? (23) Explain the exceptions to the third rule. (24) In connection with the fourth rule what may be said as to the use of technical terms?