The Advancement of Learning Page #20

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.

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relied, and which faileth not: Justificata est sapientia a filiis suis.




THE SECOND BOOK.


                              To the King.

1.  IT might seem to have more convenience, though it come often
otherwise to pass (excellent King), that those which are fruitful in
their generations, and have in themselves the foresight of immortality in
their descendants, should likewise be more careful of the good estate of
future times, unto which they know they must transmit and commend over
their dearest pledges.  Queen Elizabeth was a sojourner in the world in
respect of her unmarried life, and was a blessing to her own times; and
yet so as the impression of her good government, besides her happy
memory, is not without some effect which doth survive her.  But to your
Majesty, whom God hath already blessed with so much royal issue, worthy
to continue and represent you for ever, and whose youthful and fruitful
bed doth yet promise many the like renovations, it is proper and
agreeable to be conversant not only in the transitory parts of good
government, but in those acts also which are in their nature permanent
and perpetual.  Amongst the which (if affection do not transport me)
there is not any more worthy than the further endowment of the world with
sound and fruitful knowledge.  For why should a few received authors
stand up like Hercules’ columns, beyond which there should be no sailing
or discovering, since we have so bright and benign a star as your Majesty
to conduct and prosper us?  To return therefore where we left, it
remaineth to consider of what kind those acts are which have been
undertaken and performed by kings and others for the increase and
advancement of learning, wherein I purpose to speak actively, without
digressing or dilating.

2.  Let this ground therefore be laid, that all works are over common by
amplitude of reward, by soundness of direction, and by the conjunction of
labours.  The first multiplieth endeavour, the second preventeth error,
and the third supplieth the frailty of man.  But the principal of these
is direction, for claudus in via antevertit cursorem extra viam; and
Solomon excellently setteth it down, “If the iron be not sharp, it
requireth more strength, but wisdom is that which prevaileth,” signifying
that the invention or election of the mean is more effectual than any
enforcement or accumulation of endeavours.  This I am induced to speak,
for that (not derogating from the noble intention of any that have been
deservers towards the state of learning), I do observe nevertheless that
their works and acts are rather matters of magnificence and memory than
of progression and proficience, and tend rather to augment the mass of
learning in the multitude of learned men than to rectify or raise the
sciences themselves.

3.  The works or acts of merit towards learning are conversant about
three objects—the places of learning, the books of learning, and the
persons of the learned.  For as water, whether it be the dew of heaven or
the springs of the earth, doth scatter and leese itself in the ground,
except it be collected into some receptacle where it may by union comfort
and sustain itself; and for that cause the industry of man hath made and
framed springheads, conduits, cisterns, and pools, which men have
accustomed likewise to beautify and adorn with accomplishments of
magnificence and state, as well as of use and necessity; so this
excellent liquor of knowledge, whether it descend from divine
inspiration, or spring from human sense, would soon perish and vanish to
oblivion, if it were not preserved in books, traditions, conferences, and
places appointed, as universities, colleges, and schools, for the receipt
and comforting of the same.

4.  The works which concern the seats and places of learning are
four—foundations and buildings, endowments with revenues, endowments with
franchises and privileges, institutions and ordinances for government—all
tending to quietness and privateness of life, and discharge of cares and
troubles; much like the stations which Virgil prescribeth for the hiving
of bees:

    “Principio sedes apibus statioque petenda,
    Quo neque sit ventis aditus, &c.”

5.  The works touching books are two—first, libraries, which are as the
shrines where all the relics of the ancient saints, full of true virtue,
and that without delusion or imposture, are preserved and reposed;
secondly, new editions of authors, with more correct impressions, more
faithful translations, more profitable glosses, more diligent
annotations, and the like.

6.  The works pertaining to the persons of learned men (besides the
advancement and countenancing of them in general) are two—the reward and
designation of readers in sciences already extant and invented; and the
reward and designation of writers and inquirers concerning any parts of
learning not sufficiently laboured and prosecuted.

7.  These are summarily the works and acts wherein the merits of many
excellent princes and other worthy personages, have been conversant.  As
for any particular commemorations, I call to mind what Cicero said when
he gave general thanks, Difficile non aliquem, ingratum quenquam
præterire.  Let us rather, according to the Scriptures, look unto that
part of the race which is before us, than look back to that which is
already attained.

8.  First, therefore, amongst so many great foundations of colleges in
Europe, I find strange that they are all dedicated to professions, and
none left free to arts and sciences at large.  For if men judge that
learning should be referred to action, they judge well; but in this they
fall into the error described in the ancient fable, in which the other
parts of the body did suppose the stomach had been idle, because it
neither performed the office of motion, as the limbs do, nor of sense, as
the head doth; but yet notwithstanding it is the stomach that digesteth
and distributeth to all the rest.  So if any man think philosophy and
universality to be idle studies, he doth not consider that all
professions are from thence served and supplied.  And this I take to be a
great cause that hath hindered the progression of learning, because these
fundamental knowledges have been studied but in passage.  For if you will
have a tree bear more fruit than it hath used to do, it is not anything
you can do to the boughs, but it is the stirring of the earth and putting
new mould about thee roots that must work it.  Neither is it to be
forgotten, that this dedicating of foundations and dotations to
professory learning hath not only had a malign aspect and influence upon
the growth of sciences, but hath also been prejudicial to states, and
governments.  For hence it proceedeth that princes find a solitude in
regard of able men to serve them in causes of estate, because there is no

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