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the sciences, and the other their entire doctrine; but borrow 

 ing the word from religion, we call that method initiative 

 which opens and reveals the mysteries of the sciences; so 

 that as the doctrinal method teaches, the initiative method 

 should intimate, the doctrinal method requiring a belief of 

 what is delivered, but the initiative rather that it should 

 be examined. The one deals out the sciences to vulgar 

 learners, the other as to the children of wisdom the one 

 having for its end the use of the sciences as they now stand, 

 and the other their progress and further advancement. But 

 this latter method seems deserted; for the sciences have 

 hitherto been delivered as if both the teacher and the learner 

 desired to receive errors by consent the teacher pursuing 

 that method which procures the greatest belief to his doc 

 trine, not that which most commodiously submits it to 

 examination, while the learner desires present satisfaction 

 without waiting for a just inquiry, as if more concerned not 

 to doubt than not to mistake. Hence the master, through 

 desire of glory, never exposes the weakness of his own 

 science, and the scholar, through his aversion to labor, tries 

 not his own strength; whereas knowledge, which is deliv 

 ered to others as a web to be further wove, should if pos 

 sible be introduced into the mind of another in the manner 

 it was first procured; and this may be done in knowledge 

 acquired by induction; but for that anticipated and hasty 

 knowledge we have at present it is not easy for the possessor 

 to say by what road he came at it. Yet in a greater or less 

 degree any one might review his knowledge, trace back the 

 steps of his own thoughts, consent afresh, and thus trans 

 plant his knowledge into the mind of another as it grew up 

 in his own. For it is in arts as in trees if a tree were to 

 be used, no matter for the root, but if it were to be trans 

 planted, it is a surer way to take the root than the slips. 

 So the transplantation now practiced of the sciences makes 

 a great show, as it were, of branches, that without the roots 

 may be fit indeed for the builder, but not for the planter. 

 He who would promote the growth of the sciences should 



