a 
174 OF THE ADVANCEMENT OF LEARNING. [XVII. 10. 
ro. Another diversity of judgement in the delivery and 
teaching of knowledge is, according unto the light and 
presuppositions of that which is delivered. For that know- 
ledge which is new, and foreign from opinions received, 
is to be delivered in another form than that that is agree- 
able and familiar ; and therefore Aristotle, when he thinks 
to tax Democritus, doth in truth commend him, where he 
saith, Jf we shall indeed dispute, and not follow after simili- 
tudes, &c. For those whose conceits are seated in popular 
opinions, need only but to prove or dispute; but those 
whose conceits are beyond popular opinions, have a 
double labour; the one to make themselves conceived, 
and the other to prove and demonstrate. So that it is 
of necessity with them to have recourse to similitudes and 
translations to express themselves. And therefore in the 
infancy of learning, and in rude times, when those con- 
ceits which are now trivial were then new, the world was 
full of parables and similitudes ; for else would men either 
have passed over without mark, or else rejected for para- 
doxes that which was offered, before they had understood 
or judged. So in divine learning, we see how frequent 
parables and tropes are: for it is a rule, that whatsoever 
science is not consonant to presuppositions, must pray in 
aid of similitudes. 
11. There be also other diversities of methods vulgar 
and received: as that of resolution or analysis, of con- 
stitution or systasis, of concealment or cryptic &c., which 
I do allow well of, though I have stood upon those which 
De pruden- ate least handled and observed. All which 
tia tradi- I have remembered to this purpose, because 
nonis. I would erect and constitute one general in- 
quiry (which seems to me deficient) touching the wisdom 
of tradition. 
