chance of education, and getting into the world, gives one infinitely the superiority in parts over the rest, who continuing at home had continued also just of the same size with his brethren.
He that has to do with young scholars,[1] especially in mathematics, may perceive how their minds open by degrees, and how it is exercise alone that opens them. Sometimes they will stick a long time at a part of a demonstration, not for want of will and application, but really for want of perceiving the connection of two ideas that, to one whose understanding is more exercised, is as visible as anything can be. The same would be with a grown man beginning to study mathematics, the understanding for want of use often sticks in every plain way, and he himself that is so puzzled, when he comes to see the connection wonders what it was he stuck at in a case so plain.
7. Mathematics.—I have mentioned mathematics as a way to settle in the mind a habit of reasoning closely and in train; not that I think it necessary that all men should be deep mathematicians, but that, having got the way of reasoning, which that study necessarily brings the mind to, they might be able to transfer it to other parts of knowledge as they shall have occasion. For in all sorts[2] of reasoning every single argument
- ↑ With young scholars. Locke’s practical experience in the education of the young gives force to what he here states. He was for a time tutor at Christ Church, then he instructed the second Earl of Shaftesbury, and afterwards supervised the studies of the third Earl. He traveled in France with another pupil.
- ↑ For in all sorts, etc. Locke here brings out the distinction between probable and demonstrative reasoning; in the latter case, one line of argument alone being necessary to reach a certain conclusion, whereas, in the former case, several lines must be pursued to establish in the end only a probability.
