ANALYSIS OF THE ADVANCEMENT OF LEARNING.
139
| How is it possible but this should have an operation to discredit learning, even with vulgar capacities, when they see learned men's works ike the first letter of a patent or limned 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 fill in love with them is all one as to full in love with a picture. | ||
2. Origin of the prevalence of delicate learning in late times[1] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
170 | |
3. Delicate learning exists more or less in all times . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
170 | |
4. Attention to style ought not to he neglected . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
170 | |
| 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: But the excess of thin is so justly contemptible, that as Hercules, when he saw the image of Adonis, Venus's minion, in a temple, said in disdain, "Nil sacri es," so there is none of Hercules's 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. | ||
| Contentious Learning. | ||
1. It is vanity of matter, useless knowledge, and is worse than vanity of words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
170 | |
| 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 mailer or goodness of quality. | ||
2. Badges of false science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
170 | |
| 1. Novelty of terms. | ||
| 2. Strictness of positions. | ||
3. Contentious learning reigned chiefly amongst the schoolmen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
170 | |
| 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. | ||
4. Unprofitable curiosity is of two sorts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
171 | |
| 1. Fruitless speculation. | ||
| 2. Erroneous modes of investigation. | ||
| Were it not better for a man in a 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? The generality 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. | ||
5. It is to be lamented that the learning of the schoolmen was so confined . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
171 | |
| 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. | ||
| Fantastical Learning. | ||
| 1. It is falsehood, and is the foulest of all the distempers of learning. | ||
| 2. Different sorts, and their connection. | ||
| 1. Imposture. | ||
| 2. Credulity. | ||
| 1. In matters of fact. | ||
| 1. In ecclesiastical history. | ||
| 2. In natural history. | ||
| 2. In arts and sciences. | ||
| 1. In arts and sciences. | ||
| Surely to alchymy this right is due, that it may be compared to the husbandman whereof Æsop makes the fable; that, when he died, told his sons, that he had left unto them gold buried underground in his vineyard, and they digged over all the ground, and gold they found none; but by reason of their stirring and digging the mould about the roots of their vines, they had a great vintage the year following: so assuredly the search and stir to make gold hath brought to light a great number of good and fruitful inventions and experiments, as well for the disclosing of nature, as for the use of man's life. | ||
| 2. Authors. | ||
| Authors should be as consuls to advise, not as dictators to command. Let great authors have their due, as time, which is the author of authors, be, not deprived of his due, which is, further and further to discover truth. | ||
| peccant humours of learning. | ||
1. The extreme affecting either of antiquity or novelty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
172 | |
| "State super vias antiquas, et videte quænam sit via recta et bona, et ambulate in ea." "Antiquitus sæculi juventus mundi." These times are the ancient times, when the world is ancient, and not those which we account ancient "ordine retrogrado," by a computation backward from ourselves.[2] | ||
2. A suspicion that there is nothing new. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
1 | |
3. A conceit that of former opinions or sects, after variety and examination, the best hath prevailed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
173 | |
| The truth is, that time seemeth to be of the nature of a river or stream, which carrieth down to us that which is light and blown up, and sinketh and drowneth that which is weighty and solid. | ||
4. The over early and peremptory reduction of knowledge into arts and methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
173 | |
| As young men, when they knit and shape perfectly, do seldom grow to a further stature; so knowledge, while it is in aphorisms and observations, it is in growth; but when it once is comprehended in exact methods, it may perchance be further polished and illustrated, and accommodated for use and practice; but it increaseth no more in bulk and substance.[3] | ||
