194 ADVANCEMENT OF LEARNING. [Book 



formal art, filling it with some discourses, and illustrating it with 

 examples, and digesting it into a sensible method ; but the writings in 

 aphorisms hath many excellent virtues, whereto the writing in method 

 doth not approach. 



For first it trieth the writer, whether he be superficial or solid : 

 for aphorisms, except they should be ridiculous, cannot be made but 

 of the pith and heart of sciences ; for discourse of illustration is cut off,, 

 recitals of examples are cut off ; discourse of connection and order is 

 cut off; descriptions of practice are cut off; so there remaineth 

 nothing to fill the aphorisms, but some good quantity of observation : 

 and therefore no man can suffice, nor in reason will attempt to write 

 aphorisms, but he that is sound and grounded. But in methods, 



Tantum series juncturaque pollet, 

 Tantum de medio sumptis accedit honoris ; 



as a man shall make a great show of an art, which, if it were dis 

 jointed, would come to little. Secondly, methods are more fit to win 

 consent or belief, but less fit to point to action ; for they carry a kind 

 of demonstration in orb or circle, one part illuminating another, and 

 therefore satisfy. But particulars being dispersed, do best agree with 

 dispersed directions. And lastly, aphorisms, representing a know 

 ledge broken, do invite men to inquire farther ; whereas methods 

 carrying the show of a total, do secure men as if they were at farthest. 



Another diversity of method, which is likewise of great weight, is 

 the handling of knowledge by assertions, and their proofs ; or by 

 questions, and their determinations ; the latter kind whereof, if it be 

 immoderately followed, is prejudicial to the proceeding of learning, as 

 it is to the proceeding of an army to go about to besiege every little 

 fort or hold. For if the field be kept, and the sum of the enterprise 

 pursued, those smaller things will come in of themselves ; but indeed a 

 man would not leave some important place of the enemy at his back. 

 In like manner, the use of confutation in the delivery of sciences ought 

 to be very sparing ; and to serve to remove strong preoccupations and 

 prejudgments, and not to minister and excite disputations and 

 doubts. 



Another diversity of methods is according to the subject or matter 

 which is handled ; for there is a great difference in delivery of the 

 mathematics, which are the most abstracted of knowledges, and policy, 

 which is most immersed ; and howsoever contention hath been re 

 moved, touching the uniformity of method in multiformity of matter ; 

 yet we see how that opinion, besides the weakness of it, hath been of ill 

 desert towards learning, as that which taketh the way to reduce learn 

 ing to certain empty and barren generalities; being but the very husks 

 and shells of sciences, all the kernel being forced out and expulsed with 

 the torture and press of the method : And therefore as I did allow well 

 of particular topics of invention, so do I allow likewise of particular 

 methods of tradition. 



Another diversity of judgment in the delivery and teaching of 

 knowledge, is according unto the light and presuppositions of that 



