Ch. II. N0 Iiznate Trinciple: in the Mind. 27

feems to me to lie this Fallacy, That Men are fuppofed not to be taught, nor to learn any thing dc novo ; when, in truth, they are taught, and do learn fomething they were ignorant of before. For firit it is evident, they have learned the Terms, and their Sig- nification; neither of which was born with them. But this is not all the acquired Knowledge in the Cafe: The Idea: themfelves, about which the Propofition is, are not born with them, no more than their Names, but got afterwards. So that, in all Propofiti.

I ons that are afYented to, at firfi hearing, the Terms of the Propo-

fition, their {landing for fuch Ideas, and the Idea: themfelves that they ftand for,being neither of them Innate; I would fain know, what there is remaining in fuch Propofitions, that is Innate. For Iwould gladly have any one name that Propofitiomwhofe Terms, 0r Idea:, were either of them Innate. \Ve, by degrees, get Idea: and Names, and learn their appropriated Connexion one with another; and then to Propofitions, made in fuch Terms, whofe Signification we have learnt, and wherein the Agreement or Dif- agreement we can perceive in our Idear, when put together, is expreflfled, we at firll hearing afTent; tho’, to other Propofitions, in themfelves as certain and evident, but which are concerning Ideas, not fo foon or fo eafily got, we are, at the fame time, no way capable of aiienting. For tho’ a Child quickly aflents to this

Propofition, T/zat an Apple i: not Fire, when, by familiar Ac- quaintance, he has got the Idea: of thofe two different things di-

Iiinftlyimprinted on his Mind,and has learnt thatthe NamesApple and Fire {land for them; yet it will be fome Years after, perhaps, before the fame Child will aifent to this Propofition, That it i: impqflble for tbe fame Thing to be, and not to be: Becaufe, that tho’, perhaps, the Words are as eafy to be learnt; yet the Signi- fication of them, being more large, comprehenfive, and abflra&, than of the Names annexed to thofe fenfible things, the Child hath to do with, it is longer before he learns their precife Mean- ing, and it requires more time plainly to form in his Mind thofe general Idea: they Ftand for. ’Till that be done, you will in vain endeavour to make any Child aITent to a Propofition, made up of fuch general Terms: But, as foon as ever he has got thofe Idea:,

and learn’d their Names, he forwardly clofes with the one, as well