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<p>31</p> | |||
<note>Postulates.</note> | |||
<p>Let it be granted that Numbers are <lb/> | |||
<add>the most</add> proper representatives of all sorts of Quantities<lb/> | |||
<add>[because that they]</add> and that Numbers are divisible ad infinitum.</p> | |||
<p>Upon the mention of the name of any Number<lb/> | |||
no Idea is raised in the mind unless it be that of<lb/> | |||
the sound, if the name of another be mentioned <lb/> | |||
you have the Idea only of this sound compared <lb/> | |||
to the other which tells this is different from<lb/> | |||
the other. The Ideas you had been used <lb/> | |||
to associate with that of the sound of the first <lb/> | |||
number is different from that which you<lb/> | |||
had been used to associate with that of the <lb/> | |||
second. Children being used perceive that 3 apples <lb/> | |||
differ from five apples, and at the same time have an Idea of how <lb/> | |||
many must be added to one to make up the other when no apples are in his<hi rend="superscript">[+]</hi><lb/> | |||
<note>is persuaded that <lb/>five upon the sound <lb/>of the word differs from <lb/> three and that two <lb/> must be added to 3<lb/> to make five.<lb/> all this without any <lb/> other Idea than that <lb/> of the sound. It is by<lb/> association, again<lb/> | |||
he learns by heart that <lb/> 3 and 3 make five<lb/></note></p> | |||
<p> We have endeavoured to shew what led men<lb/> | |||
to the invention of numbers, we now will <lb/> | |||
endeavour to show how it is that Children,<lb/> | |||
come at the Idea of Number.</p> | |||
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{{Metadata:{{PAGENAME}}}} | {{Metadata:{{PAGENAME}}}}{{Completed}} | ||
31
Postulates.
Let it be granted that Numbers are
the most proper representatives of all sorts of Quantities
[because that they] and that Numbers are divisible ad infinitum.
Upon the mention of the name of any Number
no Idea is raised in the mind unless it be that of
the sound, if the name of another be mentioned
you have the Idea only of this sound compared
to the other which tells this is different from
the other. The Ideas you had been used
to associate with that of the sound of the first
number is different from that which you
had been used to associate with that of the
second. Children being used perceive that 3 apples
differ from five apples, and at the same time have an Idea of how
many must be added to one to make up the other when no apples are in his[+]
is persuaded that
five upon the sound
of the word differs from
three and that two
must be added to 3
to make five.
all this without any
other Idea than that
of the sound. It is by
association, again
he learns by heart that
3 and 3 make five
We have endeavoured to shew what led men
to the invention of numbers, we now will
endeavour to show how it is that Children,
come at the Idea of Number.
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Identifier: | JB/135/044/003"JB/" can not be assigned to a declared number type with value 135. |
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not numbered |
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135 |
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044 |
prefat. |
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003 |
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copy/fair copy sheet |
4 |
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recto |
f29 / f30 / f31 / f32 |
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|
sir samuel bentham |
[[watermarks::[gr with crown] [pro patria motif]]] |
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46162 |
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