God to us, by the voice of reason. For we then come to know a truth that we did not know before. When God declares any truth to us, this is a revelation to us by the voice of his spirit, and we are advanced in our knowledge. But in neither of these do we receive our light or knowledge from maxims. But in the one the things themselves afford it, and we see the truth in them by perceiving their agreement or disagreement. In the other, God himself affords it immediately to us, and we see the truth of what he says in his unerring veracity.

3. They are not of use to help men forward in the advancement of sciences, or new discoveries of yet unknown truths. Mr. Newton, in his never enough to be admired book, has demonstrated several propositions, which are so many new truths, before unknown to the world, and are farther advances in mathematical knowledge but, for the discovery of these, it was not the general maxims, what is, is; or, the whole is bigger than a part; or the like; that helped him. These were not the clues that led him into the discovery of the truth and certainty of those propositions. Nor was it by them that he got the knowledge of those demonstrations; but by finding out intermediate ideas, that showed the agreement or disagreement of the ideas, as expressed in the propositions he demonstrated. This is the greatest exercise and improvement of human understanding in the enlarging of knowledge, and advancing the sciences; wherein they are far enough from receiving any help from the contemplation of these, or the like magnified maxims. Would those who have this traditional admiration of these propositions, that they think no step can be made in knowledge without the support of an axiom, no stone laid in the building of the sciences without a general maxim, but distinguish between the method of acquiring knowledge, and of communicating; between the method of raising any science and that of teaching it to others as far as it is advanced; they would see that those general maxims were not the foundations on which the first discoverers raised their admirable structures, nor the keys that unlocked and opened those secrets of knowledge. Though afterwards, when schools were

erected, and sciences had their professors to teach what others had found out, they often made use of maxims, i. e. laid down certain propositions which were selfevident, or to be received for true; which being settled in the minds of their scholars, as unquestionable verities, they on occasion made use of, to convince them of truths in particular instances that were not so familiar to their minds as those general axioms which had before been inculcated to them, and carefully settled in their minds. Though these particular instances, when well reflected on, are no less self-evident to the understanding than the general maxims brought to confirm them: and it was in those particular instances that the first discoverer found the truth, without the help of the general maxims and so may any one else do, who with attention considers them.

To come therefore to the use that is made of maxims. 1. They are of use, as has been observed, in the ordinary methods of teaching sciences as far as they are advanced; but of little or none in advancing them farther.

2. They are of use in disputes, for the silencing of obstinate wranglers, and bringing those contests to some conclusion. Whether a need of them to that end came not in, in the manner following, I crave leave to inquire. The schools having made disputation the touchstone of men's abilities, and the criterion of knowledge, adjudged victory to him that kept the field: and he that had the last word, was concluded to have the better of the argument, if not of the cause. But because by this means there was like to be no decision between skilful combatants, whilst one never failed of a medius terminus to prove any proposition; and the other could as constantly, without, or with a distinction, deny the major or minor; to prevent, as much as could be, running out of disputes into an endless train of syllogisms, certain general propositions, most of them indeed self-evident, were introduced into the schools; which being such as all men allowed and agreed in, were looked on as general measures of truth, and served instead of principles (where the disputants had not lain down any other between them) beyond which there was no going, and which

must not be receded from by either side. And thus these maxims getting the name of principles, beyond which men in dispute could not retreat, were by mistake taken to be originals and sources, from whence all knowledge began, and the foundations whereon the sciences were built. Because when in their disputes they came to any of these, they stopped there, and went no farther, the matter was determined. But how much this is a mistake, hath been already shown.

This method of the schools, which have been thought the fountains of knowledge, introduced, as I suppose, the like use of these maxims, into a great part of conversation out of the schools, to stop the mouths of cavillers, whom any one is excused from arguing any longer with, when they deny these general self-evident principles received by all reasonable men, who have once thought of them: but yet their use herein is but to put an end to wrangling. They in truth, when urged in such cases, teach nothing: that is already done by the intermediate ideas made use of in the debate, whose connexion may be seen without the help of those maxims, and so the truth known before the maxim is produced, and the argument brought to a first principle. Men would give off a wrong argument before it came to that, if in their disputes they proposed to themselves the finding and embracing of truth, and not a contest for victory. And thus maxims have their use to put a stop to their perverseness, whose ingenuity should have yielded sooner. But the method of these schools having allowed and encouraged men to oppose and resist evident truth till they are baffled, i. e. till they are reduced to contradict themselves or some established principle, it is no wonder that they should not in civil conversation be ashamed of that, which in the schools is counted a virtue and a glory; obstinately to maintain that side of the question they have chosen, whether true or false, to the last extremity, even after conviction. A strange way to attain truth and knowledge, and that which I think the rational part of mankind, not corrupted by education, could scarce believe should ever be admitted amongst the lovers of truth, and students of religion or

nature; or introduced into the seminaries of those who are to propagate the truths of religion or philosophy amongst the ignorant and unconvinced. How much

such a way of learning is like to turn young men's minds from the sincere search and love of truth; nay, and to make them doubt whether there is any such thing, or at least worth the adhering to, I shall not now inquire. This I think, that bating those places, which brought the peripatetic philosophy into their schools, where it continued many ages, without teaching the world any thing but the art of wrangling; these maxims were no where thought the foundations on which the sciences were built, nor the great helps to the advancement of knowledge.

As to these general maxims therefore, they are, as I have said, of great use in disputes, to stop the mouths of wranglers; but not of much use to the discovery of unknown truths, or to help the mind forwards in its search after knowledge. For who ever began to build his knowledge on this general proposition, what is, is; or, it is impossible for the same thing to be, and not to be: and from either of these, as from a principle of science, deduced a system of useful knowledge? Wrong opinions often involving contradictions, one of these maxims, as a touchstone, may serve well to show whis ther they lead. But yet, however fit to lay open the absurdity or mistake of a man's reasoning or opinion, they are of very little use for enlightening the under and it will not be found, that the mind receives much help from them in its progress in know ledge; which would be neither less, nor less certain, were these two general propositions never thought on. It is true, as I have said, they sometimes serve in argumentation to stop a wrangler's mouth, by showing the absurdity of what he saith, and by exposing him to the shame of contradicting what all the world knows, and he himself cannot but own to be true. But it is one thing to show a man that he is in an error; and another to put him in possession of truth: and I would fain know what truths these two propositions are able to teach, and by their influence make us know, which we

standino

did not know before, or could not know without them. Let us reason from them as well as we can, they are only about identical predications, and influence, if any at all, none but such. Each particular proposition concerning identity or diversity is as clearly and certainly known in itself, if attended to, as either of these general ones only these general ones, as serving in all cases, are therefore more inculcated and insisted on. As to other less general maxims, many of them are no more than bare verbal propositions, and teach us nothing but the respect and import of names one to another. The whole is equal to all its parts;" what real truth, I beseech you, does it teach us? What more is contained in that maxim than what the signification of the word totum, or the whole, does of itself import? And he that knows that the word whole stands for what is made up of all its parts, knows very little less, than that the whole is equal to all its parts. And upon the same ground, I think that this proposition, a hill is higher than a valley, and several the like, may also pass for maxims. But yet masters of mathematics, when they would, as teachers of what they know, initiate others in that science; do not without reason place this, and some other such maxims, at the entrance of their systems; that their scholars, having in the beginning perfectly acquainted their thoughts with these propositions, made in such general terms, may be used to make such reflections, and have these more general propositions, as formed rules and sayings, ready to apply to all particular cases. Not that if they be equally weighed, they are more clear and evident than the particular instances they are brought to confirm; but that, being more familiar to the mind, the very naming them is enough to satisfy the understanding. But this, I say, is more from our custom of using them, and the establishment they have got in our minds, by our often thinking of them, than from the different evidence of the things. But before custom has settled methods of thinking and reasoning in our minds, I am apt to imagine it is quite otherwise; and that the child, when part of his apple is taken away, knows it better in that particular instance, than by this general propo