176 Of the Advancement of Learning. L i b. VI. 



Chap. IL 



I. The DoQrrine touching the Method of Speech is MJjzgned a fiibjiaftti" 

 al and principal part of traditive knon>ledge : It is entituled, The 

 toifedom of Delivery, 2. The divers kinds of Methods are enH» 

 merated: their ]?rofts and D'tfprofits are annexed. 3. The parts of 

 Method two. 



I.T Et ns novp coffte to the doSrine concerning the Method of Speech i 

 ^_,This hath been handled as a part oiLogick_^ (b it hath found a place 

 in Rhetorickjoy the name of Dijpojition. But the placing of/* as a part 

 of the Train of other Arts^ hath been the caufe that many things which 

 refer unto ;>3 and areufefultobeknown, are preterrai(s'd : wherefore 

 we thought goodjto conftitute ifuhjiantial anaprincipal Do&rine^touch^ 

 ing Method, which by a general name we call the vpifdom of Tradition. 

 The kinds of Method, feeing they are divers, we will rather reckon 

 them up, than divide them. But for one onely Mtlhod, and continued 

 Dichotomies vee need notfpeak^ much of them 5 for it was a little Cloud of, 

 /{nowledge which was fqon dijperfed. Certainly a trivial invention, and 

 an infinite prejudice to Sciences i, /^r^/jc/e Dichotomifts, when they would 

 Tpreji aU things to the Laws of their Method^ and whatjoever doth not apt" 

 lyfaU within thofe Diphotomies they would either omit or bow contrary 

 to their natural inclination 5 they bring it (b to pals, that the Kernels 

 and Grains of Sciences leap out, and they clajp and incloje only the dry 

 and empty huskj : So this kind of Method brings forth fruitlej^ Compends, 

 dejiroys thefubjiance of Sciences. 



II. Wherefore let the fitft difference of Method be fet down, to be 

 either Magijiral, or Initiative: neither do we (bunderftand the word 

 Initiative, as if //)»• ftiould lay the ground-work, the c//jcr raife the 

 perfed building of Sciences 5 but in a far different fence, (borrowing 

 the word from facred Ceremonies^ we call that Initiative Method^ 

 which difclofeth andunvails the Myfteries of Knowledges; For Magi- 

 jiral teacheth, Initiative infmuateth : Magijiral requires our belief to what 



^ is delivered, but Initiative that it may rather befubmitted to examinati- 

 on. The (>»e delivers popular .S"«e»fe/ fit for Learners 5 the other^ Sci' 

 Tio " ences as to the Sons of Science: In fura, the one is referred to the u(e 

 Iampa- of Sciences as they now are; the other to their continuation, andfur- 

 s/vE ther propagation. The later of thefe^ feems to be a deferred and an 

 METHO- inclofed path. For Knowledges are now delivered, as if both Teacher 

 nuos* and Schollar fought to lay claim to error, as upon contract. For he 

 that teacheth, teacheth injtich a manner as may beji be believed, not as 

 may bebejl examined: and he that learneth, defires rather prefentfatis- 

 fa&ion, than to expe& ajiijl andjiayed enquiry , and rather not to doubt ^ 

 than not to err : So ai boththe Aiajier, out of a defireofglory, is watchful^ 

 that he betray not the. rveaknef of his k^oTvlcdge:, and the Scholar, out of 

 an averfe difpofition to lubuur, ivill not try his ownjirength. But Know- 

 ledge, which is delivered as a thread to be (pun on, ought to be iniimn' 



icd 



