The Advancement of Learning

The Advancement of Learning, published by Francis Bacon in 1605, is a foundational text in the history of science and philosophy. In this work, Bacon advocates for empirical research and the systematic organization of knowledge, laying the groundwork for the scientific method. The book critiques existing scholarly practices and proposes a new approach to learning based on observation and experimentation. It marks a significant shift towards modern scientific inquiry.

• Essay

								
                              To the King.

THERE were under the law, excellent King, both daily sacrifices and
freewill offerings; the one proceeding upon ordinary observance, the
other upon a devout cheerfulness: in like manner there belongeth to kings
from their servants both tribute of duty and presents of affection.  In
the former of these I hope I shall not live to be wanting, according to
my most humble duty and the good pleasure of your Majesty’s employments:
for the latter, I thought it more respective to make choice of some
oblation which might rather refer to the propriety and excellency of your
individual person, than to the business of your crown and state.

Wherefore, representing your Majesty many times unto my mind, and
beholding you not with the inquisitive eye of presumption, to discover
that which the Scripture telleth me is inscrutable, but with the
observant eye of duty and admiration, leaving aside the other parts of
your virtue and fortune, I have been touched—yea, and possessed—with an
extreme wonder at those your virtues and faculties, which the
philosophers call intellectual; the largeness of your capacity, the
faithfulness of your memory, the swiftness of your apprehension, the
penetration of your judgment, and the facility and order of your
elocution: and I have often thought that of all the persons living that I
have known, your Majesty were the best instance to make a man of Plato’s
opinion, that all knowledge is but remembrance, and that the mind of man
by Nature knoweth all things, and hath but her own native and original
notions (which by the strangeness and darkness of this tabernacle of the
body are sequestered) again revived and restored: such a light of Nature
I have observed in your Majesty, and such a readiness to take flame and
blaze from the least occasion presented, or the least spark of another’s
knowledge delivered.  And as the Scripture saith of the wisest king,
“That his heart was as the sands of the sea;” which, though it be one of
the largest bodies, yet it consisteth of the smallest and finest
portions; so hath God given your Majesty a composition of understanding
admirable, being able to compass and comprehend the greatest matters, and
nevertheless to touch and apprehend the least; whereas it should seem an
impossibility in Nature for the same instrument to make itself fit for
great and small works.  And for your gift of speech, I call to mind what
Cornelius Tacitus saith of Augustus Cæsar: Augusto profluens, et quæ
principem deceret, eloquentia fuit.  For if we note it well, speech
that is uttered with labour and difficulty, or speech that savoureth of
the affectation of art and precepts, or speech that is framed after the
imitation of some pattern of eloquence, though never so excellent; all
this hath somewhat servile, and holding of the subject.  But your
Majesty’s manner of speech is, indeed, prince-like, flowing as from a
fountain, and yet streaming and branching itself into Nature’s order,
full of facility and felicity, imitating none, and inimitable by any.
And as in your civil estate there appeareth to be an emulation and
contention of your Majesty’s virtue with your fortune; a virtuous
disposition with a fortunate regiment; a virtuous expectation (when time
was) of your greater fortune, with a prosperous possession thereof in the
due time; a virtuous observation of the laws of marriage, with most
blessed and happy fruit of marriage; a virtuous and most Christian desire
of peace, with a fortunate inclination in your neighbour princes
thereunto: so likewise in these intellectual matters there seemeth to be
no less contention between the excellency of your Majesty’s gifts of
Nature and the universality and perfection of your learning.  For I am
well assured that this which I shall say is no amplification at all, but
a positive and measured truth; which is, that there hath not been since
Christ’s time any king or temporal monarch which hath been so learned in
all literature and erudition, divine and human.  For let a man seriously
and diligently revolve and peruse the succession of the Emperors of Rome,
of which Cæsar the Dictator (who lived some years before Christ) and
Marcus Antoninus were the best learned, and so descend to the Emperors of
Græcia, or of the West, and then to the lines of France, Spain, England,
Scotland, and the rest, and he shall find this judgment is truly made.
For it seemeth much in a king if, by the compendious extractions of other
men’s wits and labours, he can take hold of any superficial ornaments and
shows of learning, or if he countenance and prefer learning and learned
men; but to drink, indeed, of the true fountains of learning—nay, to have
such a fountain of learning in himself, in a king, and in a king born—is
almost a miracle.  And the more, because there is met in your Majesty a
rare conjunction, as well of divine and sacred literature as of profane
and human; so as your Majesty standeth invested of that triplicity, which
in great veneration was ascribed to the ancient Hermes: the power and
fortune of a king, the knowledge and illumination of a priest, and the
learning and universality of a philosopher.  This propriety inherent and
individual attribute in your Majesty deserveth to be expressed not only
in the fame and admiration of the present time, nor in the history or
tradition of the ages succeeding, but also in some solid work, fixed
memorial, and immortal monument, bearing a character or signature both of
the power of a king and the difference and perfection of such a king.

Therefore I did conclude with myself that I could not make unto your
Majesty a better oblation than of some treatise tending to that end,
whereof the sum will consist of these two parts: the former concerning
the excellency of learning and knowledge, and the excellency of the merit
and true glory in the augmentation and propagation thereof; the latter,
what the particular acts and works are which have been embraced and
undertaken for the advancement of learning; and again, what defects and
undervalues I find in such particular acts: to the end that though I
cannot positively or affirmatively advise your Majesty, or propound unto
you framed particulars, yet I may excite your princely cogitations to
visit the excellent treasure of your own mind, and thence to extract
particulars for this purpose agreeable to your magnanimity and wisdom.

I. (1) In the entrance to the former of these—to clear the way and, as it
were, to make silence, to have the true testimonies concerning the
dignity of learning to be better heard, without the interruption of tacit
objections—I think good to deliver it from the discredits and disgraces
which it hath received, all from ignorance, but ignorance severally
disguised; appearing sometimes in the zeal and jealousy of divines,
sometimes in the severity and arrogancy of politics, and sometimes in the

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