法華玄義釋籤 17.46

17.46

次正對別教簡中二：初略明簡意，次正簡。又二：先列十門，次釋。然此十意，前之七意皆有三段：先正釋，次判圓別，三從「復次」下判諸經文。前後約位以判圓別，唯第一文加於破會一復次也。第八意約諸經文序正流通，及正說中諸會所說，觀初中後而辨圓別，以判前七及以後二。第九第十略無復次，直觀經文問答舉譬，以顯圓別，以判前八，故云「融即」乃至「譬喻」。若其直明圓別之相，恐人不曉經文前後明位不同，或文相雖融，位在向後定屬別義，或文雖次第，位在住前定屬圓義，即不即三等，乃至能詮教之初後，意亦可知。

Next, the proper screening in contrast to the Separate Teaching has two parts: first, it briefly explains the intention of the screening; second, it presents the proper screening. This also has two subdivisions: first, it lists the ten gates; second, it explains them. However, regarding these ten points, each of the first seven points has three sections: first, the proper explanation; second, classifying the Perfect and the Separate; third, from 'Furthermore' downward, classifying the passages of various sūtras. Before and after, it classifies the Perfect and Separate with reference to the stages; only the first passage adds one 'Furthermore' on refuting and uniting. The eighth point, with reference to the preface, main text, and dissemination sections of the various sūtra passages, as well as the expositions given across assemblies in the main exposition, examines the beginning, middle, and end to distinguish the Perfect and Separate, thereby classifying the preceding seven and the subsequent two. The ninth and tenth omit the 'Furthermore,' directly examining the questions, answers, and metaphors in the sūtra passages to reveal the Perfect and Separate, thereby classifying the preceding eight; hence it says 'fused and identical' up to 'metaphor.' If one merely explained the characteristics of the Perfect and Separate directly, it is feared people would not understand that the sūtra passages differ in expounding stages before and after: either the textual characteristic seems fused, yet being located subsequent to the [stages of] dedication, it definitely belongs to the meaning of the Separate [Teaching]; or the text appears gradual, yet being located prior to the [stages of] abidings, it definitely belongs to the meaning of the Perfect [Teaching]. Identity and non-identity among the three, and so forth, up to the beginning and end of the teaching that can express, can also be understood in meaning.