in every step of its progression in an easy and orderly train; than which there is nothing of more use to the understanding. And though this perhaps may seem a very slow and lingering way to knowledge, yet I dare confidently affirm, that whoever will try it in himself, or anyone he will teach, shall find the advances greater in this method, than they would in the same space of time have been in any other he could have taken. The greatest part of true knowledge lies in a distinct perception of things in themselves distinct. And some men give more clear light and knowledge by the bare distinct stating of a question, than others by talking of it in gross, whole hours together. In this, they who so state a question, do no more but separate and disentangle the parts of it one from another, and lay them, when so disentangled, in their due order. This often, without any more ado, resolves the doubt, and shows the mind where the truth lies. The agreement or disagreement of the ideas in question, when they are once separated and distinctly considered, is, in many cases, presently received, and thereby clear and lasting knowledge gained; whereas things in gross taken up together, and so lying together in confusion, can produce in the mind but a confused, which in effect is no, knowledge; or at least, when it comes to be examined and made use of, will prove little better than none. I therefore take the liberty to repeat here again what I have said elsewhere,[1] that in learning anything, as little should be proposed to the mind at once as is possible; and, that being understood and fully mastered, to proceed to the next adjoining part, yet un-
- ↑ Elsewhere., Cf. sections 25 and 28, also “Thoughts concerning Education,” sections 64-66.
