The Advancement of Learning
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
education collegiate which is free, where such as were so disposed might
give themselves in histories, modern languages, books of policy and civil
discourse, and other the like enablements unto service of estate.
9. And because founders of colleges do plant, and founders of lectures
do water, it followeth well in order to speak of the defect which is in
public lectures; namely, in the smallness, and meanness of the salary or
reward which in most places is assigned unto them, whether they be
lectures of arts, or of professions. For it is necessary to the
progression of sciences that readers be of the most able and sufficient
men; as those which are ordained for generating and propagating of
sciences, and not for transitory use. This cannot be, except their
condition and endowment be such as may content the ablest man to
appropriate his whole labour and continue his whole age in that function
and attendance; and therefore must have a proportion answerable to that
mediocrity or competency of advancement, which may be expected from a
profession or the practice of a profession. So as, if you will have
sciences flourish, you must observe David’s military law, which was,
“That those which stayed with the carriage should have equal part with
those which were in the action;” else will the carriages be ill attended.
So readers in sciences are indeed the guardians of the stores and
provisions of sciences, whence men in active courses are furnished, and
therefore ought to have equal entertainment with them; otherwise if the
fathers in sciences be of the weakest sort or be ill maintained,
“Et patrum invalidi referent jejunia nati.”
10. Another defect I note, wherein I shall need some alchemist to help
me, who call upon men to sell their books, and to build furnaces;
quitting and forsaking Minerva and the Muses as barren virgins, and
relying upon Vulcan. But certain it is, that unto the deep, fruitful,
and operative study of many sciences, specialty natural philosophy and
physic, books be not only the instrumentals; wherein also the beneficence
of men hath not been altogether wanting. For we see spheres, globes,
astrolabes, maps, and the like, have been provided as appurtenances to
astronomy and cosmography, as well as books. We see likewise that some
places instituted for physic have annexed the commodity of gardens for
simples of all sorts, and do likewise command the use of dead bodies for
anatomies. But these do respect but a few things. In general, there
will hardly be any main proficience in the disclosing of nature, except
there be some allowance for expenses about experiments; whether they be
experiments appertaining to Vulcanus or Dædalus, furnace or engine, or
any other kind. And therefore as secretaries and spials of princes and
states bring in bills for intelligence, so you must allow the spials and
intelligencers of nature to bring in their bills; or else you shall be
ill advertised.
11. And if Alexander made such a liberal assignation to Aristotle of
treasure for the allowance of hunters, fowlers, fishers, and the like,
that he might compile a history of nature, much better do they deserve it
that travail in arts of nature.
12. Another defect which I note is an intermission or neglect in those
which are governors in universities, of consultation, and in princes or
superior persons, of visitation: to enter into account and consideration,
whether the readings, exercises, and other customs appertaining unto
learning, anciently begun and since continued, be well instituted or no;
and thereupon to ground an amendment or reformation in that which shall
be found inconvenient. For it is one of your Majesty’s own most wise and
princely maxims, “That in all usages and precedents, the times be
considered wherein they first began; which if they were weak or ignorant,
it derogateth from the authority of the usage, and leaveth it for
suspect.” And therefore inasmuch as most of the usages and orders of the
universities were derived from more obscure times, it is the more
requisite they be re-examined. In this kind I will give an instance or
two, for example sake, of things that are the most obvious and familiar.
The one is a matter, which though it be ancient and general, yet I hold
to be an error; which is, that scholars in universities come too soon and
too unripe to logic and rhetoric, arts fitter for graduates than children
and novices. For these two, rightly taken, are the gravest of sciences,
being the arts of arts; the one for judgment, the other for ornament.
And they be the rules and directions how to set forth and dispose matter:
and therefore for minds empty and unfraught with matter, and which have
not gathered that which Cicero calleth _sylva_ and _supellex_, stuff and
variety, to begin with those arts (as if one should learn to weigh, or to
measure, or to paint the wind) doth work but this effect, that the wisdom
of those arts, which is great and universal, is almost made contemptible,
and is degenerate into childish sophistry and ridiculous affectation.
And further, the untimely learning of them hath drawn on by consequence
the superficial and unprofitable teaching and writing of them, as fitteth
indeed to the capacity of children. Another is a lack I find in the
exercises used in the universities, which do snake too great a divorce
between invention and memory. For their speeches are either premeditate,
in _verbis conceptis_, where nothing is left to invention, or merely
extemporal, where little is left to memory. Whereas in life and action