164 OF THE ADVANCEMENT OF LEARNING.[XIV.12. 
demonstrations, that is, by the immediate consent of the 
mind or sense, by induction, by syllogism, and by con- 
gruity, which is that which Aristotle calleth demonstration 
in orb or circle, and not a@ nofiortbus, every of these hath 
certain subjects in the matter of sciences, in which re- 
spectively they have chiefest use; and certain others, 
from which respectively they ‘ought to be excluded; and 
the rigour and curiosity in requiring the more severe 
proofs in some things, and chiefly the facility in con- 
tenting ourselves with the more remiss proofs in others, 
hath been amongst the greatest causes of 
pemeae's detriment and hindrance to knowledge. The 
eee distributions and assignations of demonstra- 
tions, according to the analogy of sciences, 
I note as deficient. 
XV. 1. The custody or retaining of knowledge is either 
in writing or memory; whereof writing hath two parts, 
the nature of the character, and the order of the entry. 
For the art of characters, or other visible notes of words 
or things, it hath nearest conjugation with grammar; and 
therefore I refer it to the due place. For the disposition 
and collocation of that knowledge which we preserve in 
writing, it consisteth in a good digest of common-places ; 
wherein I am not ignorant of the prejudice imputed to 
the use of common-place books, as causing a retardation 
of reading, and some sloth or relaxation of memory. 
But because it is but a counterfeit thing in knowledges 
to be forward and pregnant, except a man be deep and 
full, I hold the entry of common-places to be a matter of 
great use and essence in studying, as that which assur- 
eth copie of invention, and contracteth judgement to a 
strength. But this is true, that of the methods of common- 
places that I have seen, there is none of any sufficient 
