Question

Read the sentences and choose the option that best arranges them in a logical order. 1. He might make the opposite mistake; when I want to assign a name to this group of nuts, he might understand it as a numeral.
2. Now, one can ostensibly define a proper name, the name of a colour, the name of a material, a numeral, the name of a point of the compass and so on.
3. The definition of the number two. "That is called 'two'." Pointing to two nuts is perfectly exact. But how can two be defined like that?
4. He may suppose this; but perhaps he does not.
5. The person one gives the definition to doesn’t know what one wants to call “two”; he will suppose that “two” is the name given to this group of nuts!

• A. 1, 2, 3, 5, 4
• B. 2, 3, 5, 4, 1
• C. 5, 4, 2, 1, 3
• D. 5, 2, 3, 1, 4
• E. 2, 3, 4, 1, 5

Hint:

In logical arrangement questions, always start with the most general statement, then move towards examples, misinterpretations, and finally conclusions. Elimination of other options becomes easy once the logical sequence is traced step by step.

Answer 1

The Correct Option is B

Step 1: Identify the most general opening sentence.
Among the five statements, sentence 2 is the broadest and most general. It talks about the definition of proper names, colours, numerals, materials, etc. This provides a conceptual entry point for the discussion and hence serves as the natural introduction.
Step 2: Move to a specific case.
After the general introduction in (2), statement (3) zooms into a specific case: the definition of the number two. It directly exemplifies the general principle from (2). Thus, 3 logically follows 2.
Step 3: Introduce the misunderstanding.
Once "two" has been defined in (3), the problem of misunderstanding arises in (5). It highlights that the person receiving the definition may assume "two" is simply the name of that group of nuts. This introduces the error in interpretation.
Step 4: Connect with doubt and hesitation.
Statement (4) naturally follows (5). It reflects uncertainty — "He may suppose this; but perhaps he does not." This ties directly to the misinterpretation mentioned in (5).
Step 5: Bring in the opposite mistake.
Finally, statement (1) concludes the sequence by bringing in the "opposite mistake" of interpreting the naming as a numeral rather than a name. This neatly rounds off the logical flow, as it mirrors the problem introduced earlier.
Step 6: Elimination of other options.
- Option (A) places statement 1 at the beginning, but sentence 1 clearly depends on the context set by 4 and 5, so it cannot be the opener.
- Option (C) starts with statement 5, which is too abrupt and assumes knowledge not yet introduced.
- Option (D) mixes a specific case (5) with the general case (2) in the wrong order, breaking the logical flow.
- Option (E) places statement 4 before 1, but statement 1’s reference to the “opposite mistake” only makes sense after statement 4.
- Option (B) maintains the natural progression: general (2) → specific (3) → misunderstanding (5) → doubt (4) → opposite mistake (1). Therefore, option B is correct.
\[ \boxed{2 \;\;\; 3 \;\;\; 5 \;\;\; 4 \;\;\; 1} \]