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 notiorilus, 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 

 De analogic* detriment and hindrance to knowledge. The 



demonstra- r . 



tionum distributions and assignations of demonstra 



tions, according to the analogy of sciences, 

 I note as deficient. 



XV. i. 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 



