(1) The custody1 or retaining of knowledge is either in writing or memory; whereof writing hath two parts, the nature of the character and the order of the entry. For the art of characters, or other visible notes of words or things, it hath nearest conjugation with grammar, and, therefore, I refer it to the due place; for the disposition2 and collocation of that knowledge which we preserve in writing, it consisteth in a good digest of common-places, wherein I am not ignorant of the prejudice imputed3 to the use of common-place books, as causing a retardation4 of reading, and some sloth5 or relaxation6 of memory. But because it is but a counterfeit7 thing in knowledges to be forward and pregnant, except a man be deep and full, I hold the entry of common-places to be a matter of great use and essence in studying, as that which assureth copy of invention, and contracteth judgment8 to a strength. But this is true, that of the methods of common-places that I have seen, there is none of any sufficient worth, all of them carrying merely the face of a school and not of a world; and referring to vulgar matters and pedantical divisions, without all life or respect to action.
(2) For the other principal part of the custody of knowledge, which is memory, I find that faculty9 in my judgment weakly inquired of. An art there is extant of it; but it seemeth to me that there are better precepts10 than that art, and better practices of that art than those received. It is certain the art (as it is) may be raised to points of ostentation11 prodigious12; but in use (as is now managed) it is barren, not burdensome, nor dangerous to natural memory, as is imagined, but barren, that is, not dexterous13 to be applied14 to the serious use of business and occasions. And, therefore, I make no more estimation of repeating a great number of names or words upon once hearing, or the pouring forth15 of a number of verses or rhymes extempore, or the making of a satirical simile16 of everything, or the turning of everything to a jest, or the falsifying or contradicting of everything by cavil17, or the like (whereof in the faculties18 of the mind there is great copy, and such as by device and practice may be exalted19 to an extreme degree of wonder), than I do of the tricks of tumblers, funambuloes, baladines; the one being the same in the mind that the other is in the body, matters of strangeness without worthiness20.
(3) This art of memory is but built upon two intentions; the one prenotion, the other emblem21. Prenotion dischargeth the indefinite seeking of that we would remember, and directeth us to seek in a narrow compass, that is, somewhat that hath congruity22 with our place of memory. Emblem reduceth conceits23 intellectual to images sensible, which strike the memory more; out of which axioms may be drawn24 much better practice than that in use; and besides which axioms, there are divers25 more touching26 help of memory not inferior to them. But I did in the beginning distinguish, not to report those things deficient27, which are but only ill managed.
1 custody | |
n.监护,照看,羁押,拘留 | |
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2 disposition | |
n.性情,性格;意向,倾向;排列,部署 | |
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3 imputed | |
v.把(错误等)归咎于( impute的过去式和过去分词 ) | |
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4 retardation | |
n.智力迟钝,精神发育迟缓 | |
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5 sloth | |
n.[动]树懒;懒惰,懒散 | |
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6 relaxation | |
n.松弛,放松;休息;消遣;娱乐 | |
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7 counterfeit | |
vt.伪造,仿造;adj.伪造的,假冒的 | |
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8 judgment | |
n.审判;判断力,识别力,看法,意见 | |
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9 faculty | |
n.才能;学院,系;(学院或系的)全体教学人员 | |
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10 precepts | |
n.规诫,戒律,箴言( precept的名词复数 ) | |
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11 ostentation | |
n.夸耀,卖弄 | |
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12 prodigious | |
adj.惊人的,奇妙的;异常的;巨大的;庞大的 | |
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13 dexterous | |
adj.灵敏的;灵巧的 | |
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14 applied | |
adj.应用的;v.应用,适用 | |
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15 forth | |
adv.向前;向外,往外 | |
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16 simile | |
n.直喻,明喻 | |
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17 cavil | |
v.挑毛病,吹毛求疵 | |
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18 faculties | |
n.能力( faculty的名词复数 );全体教职员;技巧;院 | |
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19 exalted | |
adj.(地位等)高的,崇高的;尊贵的,高尚的 | |
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20 worthiness | |
价值,值得 | |
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21 emblem | |
n.象征,标志;徽章 | |
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22 congruity | |
n.全等,一致 | |
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23 conceits | |
高傲( conceit的名词复数 ); 自以为; 巧妙的词语; 别出心裁的比喻 | |
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24 drawn | |
v.拖,拉,拔出;adj.憔悴的,紧张的 | |
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25 divers | |
adj.不同的;种种的 | |
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26 touching | |
adj.动人的,使人感伤的 | |
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27 deficient | |
adj.不足的,不充份的,有缺陷的 | |
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