4 CLASSICS OF MODERN SCIENCE 



ancients untouched and undiminished, so that we can perform our 

 intended work, and yet enjoy the benefit of our respectful moderation. 

 For if we profess to offer something better than the ancients, and 

 yet should pursue the same course as they have done, we could never, 

 by any artifice, contrive to avoid the imputation of having engaged in 

 a contest or rivalry as to our respective wits, excellencies, or talents ; 

 which, though neither inadmissible nor new (for why should we not 

 blame and point out anything that is imperfectly discovered or laid 

 down by them, of our own right, a right common to all), yet however 

 just and allowable, would perhaps be scarcely an equal match, on ac- 

 count of the disproportion of our strength. But since our present plan 

 leads us to open an entirely different course to the understanding, 

 and one unattempted and unknown to them, the case is altered. 

 There is an end to party zeal, and we only take upon ourselves the 

 character of a guide, which requires a moderate share of authority 

 and good fortune, rather than talents and excellence. The first 

 adm.onition relates to persons, the next to things. 



We make no attempt to disturb the system of philosophy that now 

 prevails, or any other which may or will exist, either more correct or 

 more complete. For we deny not that the received system of phi- 

 losophy, and others of a similar nature, encourage discussion, em- 

 bellish harangues, are employed, and are of service in the duties of 

 the professor, and the affairs of civil life. Nay, we openly express 

 and declare that the philosophy we offer will not be very useful in 

 such respects. It is not obvious, or to be understood in a cursory 

 view, nor does it flatter the mind in its preconceived notions, nor 

 will it descend to the level of the generality of mankind unless by its 

 advantages and effects. 



Let there exist, then (and may it be of advantage to both), two 

 sources, and two distributions of learning, and in like manner two 

 tribes, and as it were kindred families of contemplators or phi- 

 losophers, without any hostility or alienation between them ; but 

 rather allied and united by mutual assistance. Let there be, in short, 

 one method of cultivating the sciences, and another in discovering 

 them. And as for those who prefer and more readily receive the 

 former, on account of their haste or from motives arising from their 

 ordinary life, or because they are unable from weakness of mind to 

 comprehend and embrace the other (which must necessarily be the 



