Since late twentieth century caption age has been a dominant characterization Western and, increasingly, global culture. These observations have been joined by complaint that it is difficult for individuals to locate information they require, to discriminate between reliable and unreliable sources, and to distinguish between knowledge and information-- issues exacerbated by divide between so-called information rich and information poor societies. It is common, in both academic and public spheres, for this set problems to be ascribed to impact electronic information technologies and encapsulated in term explosion.' But this phenomenon is not unprecedented, for as historians book and print culture are beginning to demonstrate, some its essential features were apparent in early modern Europe.2 As Ann Blair has shown, concerns about increasing number were expressed as early as first century after invention printing. By seventeenth century this issue had attracted attention some major figures such as Johann Heinrich Alsted, Jan Amos Comenius, Pierre Bayle, and Gottfried Wilhelm Leibniz. he arrived in London in 1641, Comenius was astonished by vast number on display-far more, he thought, than at great Frankfurt book fair. In following year he declared that bookes are grown so common ... that even common countrey people, and women themselves are familiarly acquainted with them.3 His educational program dictated that unity knowledge, once mastered by scholars, must be shared and hence simplified. This required an abbreviation knowledge, some kind magnetic directory for people lost in a sea books.4 In 1680 Leibniz spoke that horrible mass which keeps on growing, so that eventually, he feared, the disorder will become nearly insurmountable. He also argued that this plethora made it more difficult for Republic Letters and academies to communicate any consensus on fundamentals, and so he recommended that royal academies arrange for the quintessence best books to be extracted and to have added to them unrecorded observations best experts each profession.5 More generally, within wider Republic Letters extending beyond learned academies, problem was not just too many but differential access to them in various parts Europe. This is way Pierre Bayle posed issue in his Nouvelles de la Republique des Lettres (from 1684), and he offered his Dictionnaire as a book to stand in place of a library to a great many people.6 Thus, for Leibniz and Bayle, both large number and their uneven availability made abridgement imperative. From another perspective Jonathan Swift in 1704 lamented and parodied what he called Index learning, referring to growth epitomes, abridgements, and alphabetical indexes.7 These, he said, were advertised as methods for not reading whole book. Against this background, by mid-eighteenth century there were some extreme responses to rapidly growing number books. But most commentators acknowledged that printing could save and hence knowledge from agents that destroyed manuscripts in past, such as fire, flood, and actions warring armies; there were also calls for aggressive selection, if not culling, books. Indeed, Edward Gibbon, who lamented fate Library Alexandria, was able to console himself with thought that by seventh century it held many not worth preserving: But, if ponderous mass Arian and Monophysite controversy were indeed consumed in public baths, a philosopher may allow, with a smile, that it was ultimately devoted to benefit mankind.8 Placed in this light, David Hume's famous threat 1748 to consign all metaphysical or otherwise worthless to flames can be interpreted not just as a philosophical preference but also as a means managing information overload: When we run over libraries, persuaded these principles, what havoc must we make? …
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