But as to the authority for these readings, Lord Bacon himself will give us that; for this is the style which he discriminates so sharply as 'the _enigmatical_,' a style which he, too, finds to have been in use among the ancients, and which he tells us _has some affinity_ with that new method of making over knowledge from the mind of the teacher to that of the pupil, which he terms the method of _progression_-- (which is the method of _essaie_)--in opposition to the received method, the only method he finds in use, which he, too, calls the _magisterial_. And this method of progression, with which the enigmatical has some affinity, is to be used, he tells us, in cases where knowledge is delivered as a thread to be spun on, where science is to be removed from one mind to another _to grow from the root_, and not delivered as trees for the use of the carpenter, where _the root_ is of no consequence. In this case, he tells us it is necessary for the teacher to descend to _the foundations of knowledge and consent_, and so to transplant it into another as it grew in his own mind, 'whereas as knowledge is now delivered, there is a _kind of contract of error_ between the deliverer and the receiver, for he that delivereth knowledge desireth to deliver it in such a form as may _best be believed_, and not as may best be _examined_: and he that receiveth knowledge desireth rather _present satisfaction_ than _expectant inquiry_, and so rather _not to doubt than not to err, glory_ making the author not to lay open his weakness, and _sloth_ making the disciple _not to know his strength_.' Now, so very grave a defect as this, in the method of the delivery and tradition of Learning, would of course be one of the first things that would require to be remedied in any plan in which '_the Advancement_' of it was seriously contemplated. And this method of the delivery and tradition of knowledge which transfers _the root_ with them, that they may grow in the mind of the learner, is the method which this philosopher professes to find wanting, and the one which he seems disposed to invent. He has made a very thorough survey of the stores of the ancients, and is not unacquainted with the more recent history of learning; he knows exactly what kinds of methods have been made use of by the learned in all ages, for the purpose of putting themselves into some tolerable and possible relations with the physical majority; he knows what devices they have always been compelled to resort to, for the purpose of establishing some more or less effective communication between themselves and that world to which they instinctively seek to transfer their doctrine. But this method, which he suggests here as the essential condition of the growth and advancement of learning, he does _not_ find invented. He refers to a method which he calls the enigmatical, which has an affinity with it, 'used in some cases by the discretion of the ancients,' but disgraced