The Advancement of Learning Page #22

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

								

sovereignties and territories, yet they take themselves to have a kind of
contract, fraternity, and correspondence one with the other, insomuch as
they have provincials and generals.  And surely as nature createth
brotherhood in families, and arts mechanical contract brotherhoods in
communalties, and the anointment of God superinduceth a brotherhood in
kings and bishops, so in like manner there cannot but be a fraternity in
learning and illumination, relating to that paternity which is attributed
to God, who is called the Father of illuminations or lights.

14.  The last defect which I will note is, that there hath not been, or
very rarely been, any public designation of writers or inquirers
concerning such parts of knowledge as may appear not to have been already
sufficiently laboured or undertaken; unto which point it is an inducement
to enter into a view and examination what parts of learning have been
prosecuted, and what omitted.  For the opinion of plenty is amongst the
causes of want, and the great quantity of books maketh a show rather of
superfluity than lack; which surcharge nevertheless is not to be remedied
by making no more books, but by making more good books, which, as the
serpent of Moses, might devour the serpents of the enchanters.

15.  The removing of all the defects formerly enumerate, except the last,
and of the active part also of the last (which is the designation of
writers), are opera basilica; towards which the endeavours of a private
man may be but as an image in a crossway, that may point at the way, but
cannot go it.  But the inducing part of the latter (which is the survey
of learning) may be set forward by private travail.  Wherefore I will now
attempt to make a general and faithful perambulation of learning, with an
inquiry what parts thereof lie fresh and waste, and not improved and
converted by the industry of man, to the end that such a plot made and
recorded to memory may both minister light to any public designation,
and, also serve to excite voluntary endeavours.  Wherein, nevertheless,
my purpose is at this time to note only omissions and deficiences, and
not to make any redargution of errors or incomplete prosecutions.  For it
is one thing to set forth what ground lieth unmanured, and another thing
to correct ill husbandry in that which is manured.

In the handling and undertaking of which work I am not ignorant what it
is that I do now move and attempt, nor insensible of mine own weakness to
sustain my purpose.  But my hope is, that if my extreme love to learning
carry me too far, I may obtain the excuse of affection; for that “It is
not granted to man to love and to be wise.”  But I know well I can use no
other liberty of judgment than I must leave to others; and I for my part
shall be indifferently glad either to perform myself, or accept from
another, that duty of humanity—Nam qui erranti comiter monstrat viam,
&c.  I do foresee likewise that of those things which I shall enter and
register as deficiences and omissions, many will conceive and censure
that some of them are already done and extant; others to be but
curiosities, and things of no great use; and others to be of too great
difficulty, and almost impossibility to be compassed and effected.  But
for the two first, I refer myself to the particulars.  For the last,
touching impossibility, I take it those things are to be held possible
which may be done by some person, though not by every one; and which may
be done by many, though not by any one; and which may be done in the
succession of ages, though not within the hourglass of one man’s life;
and which may be done by public designation, though not by private
endeavour.  But, notwithstanding, if any man will take to himself rather
that of Solomon, “Dicit piger, Leo est in via,” than that of Virgil,
“Possunt quia posse videntur,” I shall be content that my labours be
esteemed but as the better sort of wishes; for as it asketh some
knowledge to demand a question not impertinent, so it requireth some
sense to make a wish not absurd.

I. (1) The parts of human learning have reference to the three parts of
man’s understanding, which is the seat of learning: history to his
memory, poesy to his imagination, and philosophy to his reason.  Divine
learning receiveth the same distribution; for, the spirit of man is the
same, though the revelation of oracle and sense be diverse.  So as
theology consisteth also of history of the Church; of parables, which is
divine poesy; and of holy doctrine or precept.  For as for that part
which seemeth supernumerary, which is prophecy, it is but divine history,
which hath that prerogative over human, as the narration may be before
the fact as well as after.

(2) History is natural, civil, ecclesiastical, and literary; whereof the
first three I allow as extant, the fourth I note as deficient.  For no
man hath propounded to himself the general state of learning to be
described and represented from age to age, as many have done the works of
Nature, and the state, civil and ecclesiastical; without which the
history of the world seemeth to me to be as the statue of Polyphemus with
his eye out, that part being wanting which doth most show the spirit and
life of the person.  And yet I am not ignorant that in divers particular
sciences, as of the jurisconsults, the mathematicians, the rhetoricians,
the philosophers, there are set down some small memorials of the schools,
authors, and books; and so likewise some barren relations touching the
invention of arts or usages.  But a just story of learning, containing
the antiquities and originals of knowledges and their sects, their
inventions, their traditions, their diverse administrations and
managings, their flourishings, their oppositions, decays, depressions,
oblivions, removes, with the causes and occasions of them, and all other
events concerning learning, throughout the ages of the world, I may truly
affirm to be wanting; the use and end of which work I do not so much
design for curiosity or satisfaction of those that are the lovers of
learning, but chiefly for a more serious and grave purpose, which is this
in few words, that it will make learned men wise in the use and
administration of learning.  For it is not Saint Augustine’s nor Saint
Ambrose’s works that will make so wise a divine as ecclesiastical history
thoroughly read and observed, and the same reason is of learning.

(3) History of Nature is of three sorts; of Nature in course, of Nature
erring or varying, and of Nature altered or wrought; that is, history of
creatures, history of marvels, and history of arts.  The first of these
no doubt is extant, and that in good perfection; the two latter are
bandied so weakly and unprofitably as I am moved to note them as
deficient.  For I find no sufficient or competent collection of the works
of Nature which have a digression and deflexion from the ordinary course

								Rate this book:0.0 / 0 votes