impressions on their senses. In ideas thus got, the mind discovers that some agree and others differ, probably as soon as it has any use of memory; as soon as it is able to retain and perceive distinct ideas. But whether it be then, or no, this is certain; it does so long before it has the use of words, or comes to that, which we commonly call "the use of reason." For a child knows as certainly, before it can speak, the difference between the ideas of sweet and bitter, (i. e. that sweet is not bitter) as it knows afterwards (when it comes to speak) that wormwood and sugar-plums are not the same thing.
§ 16. A child knows not that three and four are equal to seven, till he comes to be able to count seven, and has got the name and idea of equality; and then, upon explaining those words, he presently assents to, or rather perceives the truth of that proposition. But neither does he then readily assent, because it is an innate truth, nor was his assent wanting till then, because he wanted the use of reason; but the truth of it appears to him, as soon as he has settled in his mind the clear and distinct ideas that these names stand for; and then he knows the truth of that proposition, upon the same grounds, and by the same means, that he knew before that a rod and a cherry are not the same thing; and upon the same grounds also, that he may come to know afterwards, "that it is impossible for the same thing to be, and not to be," as shall be more fully shown hereafter. So that the later it is before any one comes to have those general ideas, about which those maxims are; or to know the signification of those general terms that stand for them; or to put together in his mind the ideas they stand for; the later also will it be before he comes to assent to those maxims, whose terms, with the ideas they stand for, being no more innate than those of a cat or a weasel, he must stay till time and observation have acquainted him with them; and then he will be in a capacity to know the truth of these maxims, upon the first oc-
