That which is first to be noted in looking carefully at this draught of a new Art of Tradition which the plan of the Advancement of Learning includes,--that which the careful reader cannot fail to note, is the fact, that throughout all this most complete and radical exhibition of the subject (for brief and casual as that exhibition seems on the surface, the science and art from its root to its outermost branches, is there)--throughout all this exhibition, under all the superficial divisions and subdivisions of the subject, it is still the method of PROGRESSION which is set forth here: under all these divisions, there is still one point made; it is still the Art of a Tradition which is designed to reserve the _secrets_ of science, and the nobler arts of it, for the minds and ages that are able to receive them. This new art of tradition, with its new organs and methods, and its living and beautiful illustration, when once we look through the network of it to the unity within, this new rhetoric of science, is in fact the instrument which the philosopher would substitute, if he could, for those more cruel weapons which the men of his time were ready to take in hand; and it is the instrument with which he would forestall those yet more fearful political convulsions that already seemed to his eye to threaten from afar the social structures of Christendom; it is the beautiful and bloodless instrumentality whereby the mind of the world is to be wrenched insensibly from its old place without 'breaking all.' For neither does this author, any more than that other, who has been quoted here on this point, think it wise for the philosopher to rush madly out of his study with his EUREKA, and bawl to the first passer by in scientific terms the last result of his science, 'lording it over his ignorance' with what can be to him only a _magisterial_ announcement. For what else but that can it be, for instance, to tell the poor peasant, on his way to market, with his butter and eggs in his basket, planting his feet on the firm earth without any qualms or misgivings, and measuring his day by the sun's great toil and rejoicing race in heaven, what but this same magisterial teaching is it, to stop him, and tell him to his bewildered face that the sun never rises or sets, and that the earth is but a revolving ball? Instead of giving him a truth you have given him a falsehood. You have brought him a truth out of a sphere with which he is not conversant, which he cannot ascend to--whose truths he cannot translate into his own, without jarring all. Either you have told him what must be to him a lie, or you have upset all his little world of beliefs with your magisterial doctrine, and confounded and troubled him to no purpose.