The Advancement of Learning Page #7

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

								

the less disproof or excuse.

(7) Another fault incident commonly to learned men, which may be more
properly defended than truly denied, is that they fail sometimes in
applying themselves to particular persons, which want of exact
application ariseth from two causes—the one, because the largeness of
their mind can hardly confine itself to dwell in the exquisite
observation or examination of the nature and customs of one person, for
it is a speech for a lover, and not for a wise man, Satis magnum alter
alteri theatrum sumus.  Nevertheless I shall yield that he that cannot
contract the sight of his mind as well as disperse and dilate it, wanteth
a great faculty.  But there is a second cause, which is no inability, but
a rejection upon choice and judgment.  For the honest and just bounds of
observation by one person upon another extend no further but to
understand him sufficiently, whereby not to give him offence, or whereby
to be able to give him faithful counsel, or whereby to stand upon
reasonable guard and caution in respect of a man’s self.  But to be
speculative into another man to the end to know how to work him, or wind
him, or govern him, proceedeth from a heart that is double and cloven,
and not entire and ingenuous; which as in friendship it is want of
integrity, so towards princes or superiors is want of duty.  For the
custom of the Levant, which is that subjects do forbear to gaze or fix
their eyes upon princes, is in the outward ceremony barbarous, but the
moral is good; for men ought not, by cunning and bent observations, to
pierce and penetrate into the hearts of kings, which the Scripture hath
declared to be inscrutable.

(8) There is yet another fault (with which I will conclude this part)
which is often noted in learned men, that they do many times fail to
observe decency and discretion in their behaviour and carriage, and
commit errors in small and ordinary points of action, so as the vulgar
sort of capacities do make a judgment of them in greater matters by that
which they find wanting in them in smaller.  But this consequence doth
oft deceive men, for which I do refer them over to that which was said by
Themistocles, arrogantly and uncivilly being applied to himself out of
his own mouth, but, being applied to the general state of this question,
pertinently and justly, when, being invited to touch a lute, he said, “He
could not fiddle, but he could make a small town a great state.”  So no
doubt many may be well seen in the passages of government and policy
which are to seek in little and punctual occasions.  I refer them also to
that which Plato said of his master Socrates, whom he compared to the
gallipots of apothecaries, which on the outside had apes and owls and
antiques, but contained within sovereign and precious liquors and
confections; acknowledging that, to an external report, he was not
without superficial levities and deformities, but was inwardly
replenished with excellent virtues and powers.  And so much touching the
point of manners of learned men.

(9) But in the meantime I have no purpose to give allowance to some
conditions and courses base and unworthy, wherein divers professors of
learning have wronged themselves and gone too far; such as were those
trencher philosophers which in the later age of the Roman state were
usually in the houses of great persons, being little better than solemn
parasites, of which kind, Lucian maketh a merry description of the
philosopher that the great lady took to ride with her in her coach, and
would needs have him carry her little dog, which he doing officiously and
yet uncomely, the page scoffed and said, “That he doubted the philosopher
of a Stoic would turn to be a Cynic.”  But, above all the rest, this
gross and palpable flattery whereunto many not unlearned have abased and
abused their wits and pens, turning (as Du Bartas saith) Hecuba into
Helena, and Faustina into Lucretia, hath most diminished the price and
estimation of learning.  Neither is the modern dedication of books and
writings, as to patrons, to be commended, for that books (such as are
worthy the name of books) ought to have no patrons but truth and reason.
And the ancient custom was to dedicate them only to private and equal
friends, or to entitle the books with their names; or if to kings and
great persons, it was to some such as the argument of the book was fit
and proper for; but these and the like courses may deserve rather
reprehension than defence.

(10) Not that I can tax or condemn the morigeration or application of
learned men to men in fortune.  For the answer was good that Diogenes
made to one that asked him in mockery, “How it came to pass that
philosophers were the followers of rich men, and not rich men of
philosophers?”  He answered soberly, and yet sharply, “Because the one
sort knew what they had need of, and the other did not.”  And of the like
nature was the answer which Aristippus made, when having a petition to
Dionysius, and no ear given to him, he fell down at his feet, whereupon
Dionysius stayed and gave him the hearing, and granted it; and afterwards
some person, tender on the behalf of philosophy, reproved Aristippus that
he would offer the profession of philosophy such an indignity as for a
private suit to fall at a tyrant’s feet; but he answered, “It was not his
fault, but it was the fault of Dionysius, that had his ears in his feet.”
Neither was it accounted weakness, but discretion, in him that would not
dispute his best with Adrianus Cæsar, excusing himself, “That it was
reason to yield to him that commanded thirty legions.”  These and the
like, applications, and stooping to points of necessity and convenience,
cannot be disallowed; for though they may have some outward baseness, yet
in a judgment truly made they are to be accounted submissions to the
occasion and not to the person.

IV. (1) Now I proceed to those errors and vanities which have intervened
amongst the studies themselves of the learned, which is that which is
principal and proper to the present argument; wherein my purpose is not
to make a justification of the errors, but by a censure and separation of
the errors to make a justification of that which is good and sound, and
to deliver that from the aspersion of the other.  For we see that it is
the manner of men to scandalise and deprave that which retaineth the
state and virtue, by taking advantage upon that which is corrupt and
degenerate, as the heathens in the primitive Church used to blemish and
taint the Christians with the faults and corruptions of heretics.  But
nevertheless I have no meaning at this time to make any exact
animadversion of the errors and impediments in matters of learning, which
are more secret and remote from vulgar opinion, but only to speak unto
such as do fall under or near unto a popular observation.

(2) There be therefore chiefly three vanities in studies, whereby

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