The Advancement of Learning
own time, was enforced to awake all antiquity, and to call former times
to his succours to make a party against the present time. So that the
ancient authors, both in divinity and in humanity, which had long time
slept in libraries, began generally to be read and revolved. This, by
consequence, did draw on a necessity of a more exquisite travail in the
languages original, wherein those authors did write, for the better
understanding of those authors, and the better advantage of pressing and
applying their words. And thereof grew, again, a delight in their manner
of style and phrase, and an admiration of that kind of writing, which was
much furthered and precipitated by the enmity and opposition that the
propounders of those primitive but seeming new opinions had against the
schoolmen, who were generally of the contrary part, and whose writings
were altogether in a differing style and form; taking liberty to coin and
frame new terms of art to express their own sense, and to avoid circuit
of speech, without regard to the pureness, pleasantness, and (as I may
call it) lawfulness of the phrase or word. And again, because the great
labour then was with the people (of whom the Pharisees were wont to say,
_Execrabilis ista turba_, _quæ non novit legem_), for the winning and
persuading of them, there grew of necessity in chief price and request
eloquence and variety of discourse, as the fittest and forciblest access
into the capacity of the vulgar sort; so that these four causes
concurring—the admiration of ancient authors, the hate of the schoolmen,
the exact study of languages, and the efficacy of preaching—did bring in
an affectionate study of eloquence and copy of speech, which then began
to flourish. This grew speedily to an excess; for men began to hunt more
after words than matter—more after the choiceness of the phrase, and the
round and clean composition of the sentence, and the sweet falling of the
clauses, and the varying and illustration of their works with tropes and
figures, than after the weight of matter, worth of subject, soundness of
argument, life of invention, or depth of judgment. Then grew the flowing
and watery vein of Osorius, the Portugal bishop, to be in price. Then
did Sturmius spend such infinite and curious pains upon Cicero the Orator
and Hermogenes the Rhetorician, besides his own books of Periods and
Imitation, and the like. Then did Car of Cambridge and Ascham with their
lectures and writings almost deify Cicero and Demosthenes, and allure all
young men that were studious unto that delicate and polished kind of
learning. Then did Erasmus take occasion to make the scoffing echo,
_Decem annos consuumpsi in legendo Cicerone_; and the echo answered in
Greek, _One_, _Asine_. Then grew the learning of the schoolmen to be
utterly despised as barbarous. In sum, the whole inclination and bent of
those times was rather towards copy than weight.
(3) Here therefore [is] the first distemper of learning, when men study
words and not matter; whereof, though I have represented an example of
late times, yet it hath been and will be _secundum majus et minus_ in all
time. And how is it possible but this should have an operation to
discredit learning, even with vulgar capacities, when they see learned
men’s works like the first letter of a patent or limited book, which
though it hath large flourishes, yet it is but a letter? It seems to me
that Pygmalion’s frenzy is a good emblem or portraiture of this vanity;
for words are but the images of matter, and except they have life of
reason and invention, to fall in love with them is all one as to fall in
love with a picture.
(4) But yet notwithstanding it is a thing not hastily to be condemned, to
clothe and adorn the obscurity even of philosophy itself with sensible
and plausible elocution. For hereof we have great examples in Xenophon,
Cicero, Seneca, Plutarch, and of Plato also in some degree; and hereof
likewise there is great use, for surely, to the severe inquisition of
truth and the deep progress into philosophy, it is some hindrance because
it is too early satisfactory to the mind of man, and quencheth the desire
of further search before we come to a just period. But then if a man be
to have any use of such knowledge in civil occasions, of conference,
counsel, persuasion, discourse, or the like, then shall he find it
prepared to his hands in those authors which write in that manner. But
the excess of this is so justly contemptible, that as Hercules, when he
saw the image of Adonis, Venus’ minion, in a temple, said in disdain,
_Nil sacri es_; so there is none of Hercules’ followers in learning—that
is, the more severe and laborious sort of inquirers into truth—but will
despise those delicacies and affectations, as indeed capable of no
divineness. And thus much of the first disease or distemper of learning.
(5) The second which followeth is in nature worse than the former: for as
substance of matter is better than beauty of words, so contrariwise vain
matter is worse than vain words: wherein it seemeth the reprehension of
St. Paul was not only proper for those times, but prophetical for the
times following; and not only respective to divinity, but extensive to
all knowledge: _Devita profanas vocum novitates_, _et oppositiones falsi
nominis scientiæ_. For he assigneth two marks and badges of suspected
and falsified science: the one, the novelty and strangeness of terms; the
other, the strictness of positions, which of necessity doth induce
oppositions, and so questions and altercations. Surely, like as many
substances in nature which are solid do putrefy and corrupt into
worms;—so it is the property of good and sound knowledge to putrefy and
dissolve into a number of subtle, idle, unwholesome, and (as I may term
them) vermiculate questions, which have indeed a kind of quickness and
life of spirit, but no soundness of matter or goodness of quality. This
kind of degenerate learning did chiefly reign amongst the schoolmen, who
having sharp and strong wits, and abundance of leisure, and small variety
of reading, but their wits being shut up in the cells of a few authors
(chiefly Aristotle their dictator) as their persons were shut up in the
cells of monasteries and colleges, and knowing little history, either of
nature or time, did out of no great quantity of matter and infinite
agitation of wit spin out unto us those laborious webs of learning which
are extant in their books. For the wit and mind of man, if it work upon
matter, which is the contemplation of the creatures of God, worketh
according to the stuff and is limited thereby; but if it work upon
itself, as the spider worketh his web, then it is endless, and brings
forth indeed cobwebs of learning, admirable for the fineness of thread
and work, but of no substance or profit.
(6) This same unprofitable subtility or curiosity is of two sorts: either
in the subject itself that they handle, when it is a fruitless
speculation or controversy (whereof there are no small number both in
divinity and philosophy), or in the manner or method of handling of a
knowledge, which amongst them was this—upon every particular position or
assertion to frame objections, and to those objections, solutions; which
solutions were for the most part not confutations, but distinctions:
whereas indeed the strength of all sciences is, as the strength of the
old man’s faggot, in the bond. For the harmony of a science, supporting
each part the other, is and ought to be the true and brief confutation
and suppression of all the smaller sort of objections. But, on the other
side, if you take out every axiom, as the sticks of the faggot, one by
one, you may quarrel with them and bend them and break them at your
pleasure: so that, as was said of Seneca, _Verborum minutiis rerum
frangit pondera_, so a man may truly say of the schoolmen, _Quæstionum
minutiis scientiarum frangunt soliditatem_. For were it not better for a
man in fair room to set up one great light, or branching candlestick of
lights, than to go about with a small watch-candle into every corner?
And such is their method, that rests not so much upon evidence of truth
proved by arguments, authorities, similitudes, examples, as upon
particular confutations and solutions of every scruple, cavillation, and
objection; breeding for the most part one question as fast as it solveth
another; even as in the former resemblance, when you carry the light into
one corner, you darken the rest; so that the fable and fiction of Scylla
seemeth to be a lively image of this kind of philosophy or knowledge;
which was transformed into a comely virgin for the upper parts; but then
_Candida succinctam latrantibus inguina monstris_: so the generalities of
the schoolmen are for a while good and proportionable; but then when you
descend into their distinctions and decisions, instead of a fruitful womb
for the use and benefit of man’s life, they end in monstrous altercations
and barking questions. So as it is not possible but this quality of
knowledge must fall under popular contempt, the people being apt to
contemn truths upon occasion of controversies and altercations, and to
think they are all out of their way which never meet; and when they see
such digladiation about subtleties, and matters of no use or moment, they
easily fall upon that judgment of Dionysius of Syracusa, _Verba ista sunt
senum otiosorum_.
(7) Notwithstanding, certain it is that if those schoolmen to their great
thirst of truth and unwearied travail of wit had joined variety and
universality of reading and contemplation, they had proved excellent
lights, to the great advancement of all learning and knowledge; but as
they are, they are great undertakers indeed, and fierce with dark
keeping. But as in the inquiry of the divine truth, their pride inclined
to leave the oracle of God’s word, and to vanish in the mixture of their
own inventions; so in the inquisition of nature, they ever left the
oracle of God’s works, and adored the deceiving and deformed images which
the unequal mirror of their own minds, or a few received authors or
principles, did represent unto them. And thus much for the second
disease of learning.
(8) For the third vice or disease of learning, which concerneth deceit or
untruth, it is of all the rest the foulest; as that which doth destroy
the essential form of knowledge, which is nothing but a representation of
truth: for the truth of being and the truth of knowing are one, differing
no more than the direct beam and the beam reflected. This vice therefore
brancheth itself into two sorts; delight in deceiving and aptness to be
deceived; imposture and credulity; which, although they appear to be of a
diverse nature, the one seeming to proceed of cunning and the other of
simplicity, yet certainly they do for the most part concur: for, as the
verse noteth—
“Percontatorem fugito, nam garrulus idem est,”
an inquisitive man is a prattler; so upon the like reason a credulous man
is a deceiver: as we see it in fame, that he that will easily believe
rumours will as easily augment rumours and add somewhat to them of his
own; which Tacitus wisely noteth, when he saith, _Fingunt simul
creduntque_: so great an affinity hath fiction and belief.
(9) This facility of credit and accepting or admitting things weakly
authorised or warranted is of two kinds according to the subject: for it
is either a belief of history, or, as the lawyers speak, matter of fact;
or else of matter of art and opinion. As to the former, we see the
experience and inconvenience of this error in ecclesiastical history;
which hath too easily received and registered reports and narrations of
miracles wrought by martyrs, hermits, or monks of the desert, and other