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of them; and therefore we suppose that what follows in the names, follows in the things as well, just as people who calculate suppose in regard to their counters. But the two cases (names and things) are not alike. For names are finite and so is the sum-total of formulae, while things are infinite in number. Inevitably, then, the same formulae, and a single name, have a number of meanings. Accordingly just as, in counting, those who are not clever in manipulating their counters are taken in by the experts, in the same way in arguments too those who are not well acquainted with the force of names misreason both in their own discussions and when they listen to others. For this reason, then, and for others to be mentioned later, there exists both reasoning and refutation that is apparent but not real. Now for some people it is better worth while to seem to be wise, than to be wise without seeming to be (for the art of the sophist is the semblance of wisdom without the reality, and the sophist is one who makes money from an apparent but unreal wisdom); for them, then, it is clearly essential also to seem to accomplish the task of a wise man rather than to accomplish it without seeming to do so. To reduce it to a single point of contrast it is the business of one who knows a thing, himself to avoid fallacies in the subjects which he knows and to be able to show up the man who makes them; and of these accomplishments the one depends on the faculty to render an answer, and the other upon the securing of one. Those, then, who would be sophists are bound to study the class of arguments aforesaid: for it is worth their while: for a faculty of this kind will make a man seem to be wise, and this is the purpose they happen to have in view.

      Clearly, then, there exists a class of arguments of this kind, and it is at this kind of ability that those aim whom we call sophists. Let us now go on to discuss how many kinds there are of sophistical arguments, and how many in number are the elements of which this faculty is composed, and how many branches there happen to be of this inquiry, and the other factors that contribute to this art.

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      Of arguments in dialogue form there are four classes:

      Didactic, Dialectical, Examination-arguments, and Contentious arguments. Didactic arguments are those that reason from the principles appropriate to each subject and not from the opinions held by the answerer (for the learner should take things on trust): dialectical arguments are those that reason from premisses generally accepted, to the contradictory of a given thesis: examination-arguments are those that reason from premisses which are accepted by the answerer and which any one who pretends to possess knowledge of the subject is bound to know-in what manner, has been defined in another treatise: contentious arguments are those that reason or appear to reason to a conclusion from premisses that appear to be generally accepted but are not so. The subject, then, of demonstrative arguments has been discussed in the Analytics, while that of dialectic arguments and examination-arguments has been discussed elsewhere: let us now proceed to speak of the arguments used in competitions and contests.

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      First we must grasp the number of aims entertained by those who argue as competitors and rivals to the death. These are five in number, refutation, fallacy, paradox, solecism, and fifthly to reduce the opponent in the discussion to babbling-i.e. to constrain him to repeat himself a number of times: or it is to produce the appearance of each of these things without the reality. For they choose if possible plainly to refute the other party, or as the second best to show that he is committing some fallacy, or as a third best to lead him into paradox, or fourthly to reduce him to solecism, i.e. to make the answerer, in consequence of the argument, to use an ungrammatical expression; or, as a last resort, to make him repeat himself.

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      There are two styles of refutation: for some depend on the language used, while some are independent of language. Those ways of producing the false appearance of an argument which depend on language are six in number: they are ambiguity, amphiboly, combination, division of words, accent, form of expression. Of this we may assure ourselves both by induction, and by syllogistic proof based on this-and it may be on other assumptions as well-that this is the number of ways in which we might fall to mean the same thing by the same names or expressions. Arguments such as the following depend upon ambiguity. ‘Those learn who know: for it is those who know their letters who learn the letters dictated to them’. For to ‘learn’ is ambiguous; it signifies both ‘to understand’ by the use of knowledge, and also ‘to acquire knowledge’. Again, ‘Evils are good: for what needs to be is good, and evils must needs be’. For ‘what needs to be’ has a double meaning: it means what is inevitable, as often is the case with evils, too (for evil of some kind is inevitable), while on the other hand we say of good things as well that they ‘need to be’. Moreover, ‘The same man is both seated and standing and he is both sick and in health: for it is he who stood up who is standing, and he who is recovering who is in health: but it is the seated man who stood up, and the sick man who was recovering’. For ‘The sick man does so and so’, or ‘has so and so done to him’ is not single in meaning: sometimes it means ‘the man who is sick or is seated now’, sometimes ‘the man who was sick formerly’. Of course, the man who was recovering was the sick man, who really was sick at the time: but the man who is in health is not sick at the same time: he is ‘the sick man’ in the sense not that he is sick now, but that he was sick formerly. Examples such as the following depend upon amphiboly: ‘I wish that you the enemy may capture’. Also the thesis, ‘There must be knowledge of what one knows’: for it is possible by this phrase to mean that knowledge belongs to both the knower and the known. Also, ‘There must be sight of what one sees: one sees the pillar: ergo the pillar has sight’. Also, ‘What you profess to-be, that you profess to-be: you profess a stone to-be: ergo you profess-to-be a stone’. Also, ‘Speaking of the silent is possible’: for ‘speaking of the silent’ also has a double meaning: it may mean that the speaker is silent or that the things of which he speaks are so. There are three varieties of these ambiguities and amphibolies: (1) When either the expression or the name has strictly more than one meaning, e.g. aetos and the ‘dog’; (2) when by custom we use them so; (3) when words that have a simple sense taken alone have more than one meaning in combination; e.g. ‘knowing letters’. For each word, both ‘knowing’ and ‘letters’, possibly has a single meaning: but both together have more than one-either that the letters themselves have knowledge or that someone else has it of them.

      Amphiboly and ambiguity, then, depend on these modes of speech. Upon the combination of words there depend instances such as the following: ‘A man can walk while sitting, and can write while not writing’. For the meaning is not the same if one divides the words and if one combines them in saying that ‘it is possible to walk-while-sitting’ and write while not writing]. The same applies to the latter phrase, too, if one combines the words ‘to write-while-not-writing’: for then it means that he has the power to write and not to write at once; whereas if one does not combine them, it means that when he is not writing he has the power to write. Also, ‘He now if he has learnt his letters’. Moreover, there is the saying that ‘One single thing if you can carry a crowd you can carry too’.

      Upon division depend the propositions that 5 is 2 and 3, and odd, and that the greater is equal: for it is that amount and more besides. For the same phrase would not be thought always to have the same meaning when divided and when combined, e.g. ‘I made thee a slave once a free man’, and ‘God-like Achilles left fifty a hundred men’.

      An argument depending upon accent it is not easy to construct in unwritten discussion; in written discussions and in poetry it is easier. Thus (e.g.) some people emend Homer against those who criticize as unnatural his expression to men ou kataputhetai ombro. For they solve the difficulty by a change of accent, pronouncing the ou with an acuter accent. Also, in the passage about Agamemnon’s dream, they say that Zeus did not himself say ‘We grant him the fulfilment of his prayer’,

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