60. This latter school is divided into two others; one of which regards the sensible order as not only distinct, but also separate from the intellectual order, and in some sense at war with it; and it therefore maintains that the intellectual can receive nothing from the sensible order, except malign exhortations which either mislead it, or enervate its activity. Hence the system of innate ideas in all its purity; hence the metaphysics of an intellectual order entirely exempt from sensible impressions, metaphysics which, cultivated by eminent geniuses, has in modern times been professed by the author of the _Investigation of Truth_, with sublime exaggeration. The other ramification of the school also admits the pure intellectual order, but does not hold it to be contaminated by being brought into communication with sensible phenomena; on the contrary, it is rather inclined to believe that the problems of human intelligence, such as it exists in this life, cannot be resolved without fixing the mind upon the aforesaid communication. 61. Experience teaches that this communication exists, conformably to a law of the human mind, and that to contend against the law is to struggle against a truth attested by consciousness: to attempt to destroy it would be a rash undertaking, a kind of mental suicide. For this reason, the school of which we have just spoken, accepts the facts, such as internal experience presents them, and endeavors to explain them by indicating the points where the sensible and intellectual orders may come into communication without being destroyed or confounded. 62. The school that admits the existence of the two orders, the sensible and the intellectual, and at the same time admits the possibility and the reality of their reciprocal communication and influence, has, for its fundamental principle, that the origin of all cognition is in the senses, these being the exciting causes of intellectual activity, and a kind of laborers who supply it with materials, which it then combines in the manner necessary to raise the scientifical structure.