The philosophical and mathematical commentaries of Proclus on the first book of Euclid's elements (Vol. 1 of 2) : $b To which are added, A history of the restoration of Platonic theology, by the latter Platonists: And a translation from the Greek of Proclus's Theological elements
Plato · en
because a triangle? To which we finally answer, because a triangle is a
right-lined figure; and here our enquiry rests at that universal idea
which embraces every preceding particular one, and is contained in no
other more general and comprehensive than itself. Add too, that the
demonstration of particulars is almost the demonstration of infinites;
of universals, the demonstration of finites.--We add farther,
_that_ demonstration is the best, which furnishes the mind with
the most ample knowledge; and this is alone the province of universals.
Again, the principles of science become immediate only in proportion
as the demonstration becomes universal; and he who knows universals,
knows particulars in capacity: but we cannot infer, that he who has
the best knowledge of particulars, knows any thing of universals.
Lastly, that which is universal, is the province of intellect and
reason, particulars are the offspring of sense; and hence we conclude
that universal demonstration exceeds particular both in dignity and
excellence, and is first in the nature of things, although last in the
progressions of the reasoning power.
Again, That affirmative demonstration is superior to negative, appears
from hence: the affirmative does not require the assistance of the
negative; but the negative cannot exist without the affirmative;
on which account, the demonstration composed from negatives alone,
is incapable of producing real evidence and conviction. Besides,
affirmation exceeds negation both in priority and simplicity of
existence.
Again, the demonstration which concludes _directly_, is better
than that which confirms a proposition by evincing the absurdity of
its contrary. The first proceeding in a regular order, establishes,
by a natural deduction, the truth which was first advanced. The
second taking a wider circuit, yet with the same intentions produces
a conclusion quite opposite to its apparent design. The one may be
compared to the open attack of a valiant and skilful soldier, who
expects the conquest of his enemy from strength and courage alone: the
progress of the other resembles the same soldier, uniting force with
stratagem, and advancing, by an irregular march, which his foe mistakes
for a retreat, but finds the secret cause of his destruction. The first
is simple and impromiscuous, as composed from propositions alone: the
second is compound and miscellaneous, calling in hypothesis to its
assistance.