But this is a very troublesome, unsatisfactory, and roundabout way to follow. It prefers indirect knowledge to direct, which is just as certain, and it separates the knowledge that a thing is from the knowledge why it is, to the great disadvantage of the science; and lastly, it entirely withholds from the beginner insight into the laws of space, and indeed renders him unaccustomed to the special investigation of the ground and inner connection of things, inclining him to be satisfied with a mere historical knowledge that a thing is as it is.
Baina hori oso itzulinguru neketsu eta gogobetegarritasun gutxikoa da, zeinek nahiago baitu ezagutza bitarteduna halaber ziurra den bitartegabearen aldean, zeinek gainera zerbait badelako ezagutza, zergatik delakotik, zientziaren kalte handiarekin bereizi eta azkenik ikasleari espazioko legeen ulerpena erabat ezkutatzen baitio, eta are ohitu egiten du arrazoiaren eta gauzen barne-loturaren ikerketa propiotik, eta horren ordez jakite historiko batera gidatuz, horrela izatearekin nahikotzera. Metodo horri hain sarri goretsi zaion adimen-zorroztasunaren ariketa honetan baizik ez dago: