school,] but to go to preach to the first passer-by, and to lord it over the ignorance and folly of the first we meet, is a thing that I abhor. I rarely do it, even in _my own particular conferences_, and rather surrender my cause, than proceed to these _supercilious_ and _magisterial_ instructions.' The clue to the reading of his inner book. This is what Lord Bacon also condemns, as the _magisterial_ method,--'My _humour_ is unfit, either to speak or write for _beginners_;' he will not shock or bewilder them by forcing on them prematurely the last conclusions of science; '_but_ as to things that are said in _common discourse_ or _amongst other things_, I never oppose them either by word or sign, how false or absurd soever.' 'Let none _even doubt_,' says the author of the Novum Organum, who thought it wisest to steer clear _even_ of _doubt_ on such a point, 'whether we are anxious to destroy and demolish _the philosophical arts and sciences which are now in use_. On the contrary, we readily cherish their practice, cultivation, and honour; for we by no means interfere to prevent _the prevalent system_ from encouraging discussion, adorning discourses, or being employed _serviceably_ in the chair of the Professor, or the practice of common life, and being taken in short, by general consent, _as current coin_. Nay, we plainly declare that the system we offer will not be very _suitable_ for such purposes, not being easily adapted to _vulgar apprehension, except_ by EFFECTS AND WORKS. To show our _sincerity_ [hear] in professing our regard and friendly disposition towards _the received sciences_, we can refer to the evidence of our published writings, _especially_ our books on--the Advancement--[the _Advancement_] of Learning.' And the reader who can afford time for 'a second cogitation,' the second cogitation which a superficial _and_ interior meaning, of course, requires, with the aid of the key of times, will find much light on that point, here and there, in the works referred to, and especially in those parts of them in which the scientific use of popular terms is treated. 'We will not, therefore,' he continues, 'endeavour to evince it (our sincerity) any further by _words_, but content ourselves with steadily, etc., ... professedly premising that no great _progress_ can be made by the present methods in the _theory_ and contemplation of science, _and_ that they can _not_ be made to produce _any very abundant effects_.' This is the proof of his sincerity in professing his regard and friendly disposition towards them, to be taken in connection with his works on the Advancement of Learning, and no doubt it was sincere, and just to that extent to which these statements, and the practice which was connected with them, would seem to indicate; but the careful reader will perceive that it was a regard, and friendliness of disposition, which was naturally qualified by that doubly significant fact last quoted.