I 74 BACON 



their assistance, whereas methods dress up the sciences into 

 bodies, and make men imagine they have them complete. 



There is a further difference of method, and that too very con- 

 siderable ; for as the sciences are delivered either by assertions 

 with their proofs, or by questions with their answers, if the lat- 

 ter method be pursued too far, it retards the advancement of the 

 sciences no less than it would the march of an army, to be sit- 

 ting down against every little fort in the way ; whereas, if the 

 better of the battle be gained, and the fortune of the war stead- 

 ily pursued, such lesser places will surrender of themselves, 

 though it must be allowed unsafe to leave any large and forti- 

 fied place at the back of the army. In the same manner con- 

 futations are to be avoided or sparingly used in delivering the 

 sciences, so as only to conquer the greater prejudices and pre- 

 possessions of the mind, without provoking and engaging the 

 lesser doubts and scruples. 



Another difference of method lies in suiting it to the sub- 

 ject; for mathematics, the most abstract and simple of the 

 sciences, is delivered one way, and politics, the more compound 

 and perplexed, another. For a uniform method cannot be 

 commodiously observed in a variety of matter. And as we ap- 

 prove of particular topics for invention, so we must in some 

 measure allow of particular methods of delivery. 



There is another difference of method to be used with judg- 

 ment in delivering the sciences, and this is governed by the in- 

 formations and anticipations of the science to be delivered that 

 are before infused and impressed upon the mind of the learner. 

 For that science which comes as an entire stranger to the mind 

 is to be delivered one way, and that which is familiarized by 

 opinions already imbibed and received another. And there- 

 fore, Aristotle, when he thought to chastise, really commended 

 Democritus, in saying, " If we would dispute in earnest, and not 

 hunt after comparisons," etc. ; as if he would tax Democritus 

 with being too full of comparisons; whereas they whose in- 

 structions are already grounded in popular opinion have noth- 

 ing left them but to dispute and prove, whilst others have a 

 double task whose doctrines transcend the vulgar opinions; 

 viz., first to render what they deliver intelligible, and then to 

 prove it ; whence they must of necessity have recourse to simile 

 and metaphor, the better to enter the human capacity. Hence 

 we find in the more ignorant ages, when learning was in its in- 



