the writings of certain authors; from which, if any man happens to differ, he is presently reprehended as a disturber and innovator."[1]
Whether the intellectual gladiatorship by which students in the universities of England are now stimulated, then prevailed, does not appear, but his dislike of this motive he early and always avowed. "It is," he says, "an unavoidable decree with us ever to retain our native candour and simplicity, and not attempt a passage to truth under the conduct of vanity; for, seeking real nature with all her fruits about her, we should think it a betraying of our trust to infect such a subject either with an ambitious, an ignorant, or any other faulty manner of treating it."[2]
Some years after Bacon had quitted Cambridge, he published his opinions upon the defects of universities; in which, after having warned the community that, as colleges are established for the communication of the knowledge of our predecessors, there should be a college appropriated to the discovery of new truths, a living spring to mix with the stagnant waters. "Let it," he says, "be remembered that there is not any collegiate education of statesmen, and that this has not only a malign influence upon the growth of sciences, but is prejudicial to states and governments, and is the reason why princes find a solitude in regard of able men to serve them in causes of state."[3]
These warnings seem to have been disregarded, and the art of governing, not a ship, which would not be attempted without a knowledge of navigation, but the ship of the state, is intrusted, not to a knowledge of the principles of human nature, but to the knowledge of Latin and Greek and verbal criticisms upon the dead languages."[4]
And what has been the result? During the last two centuries one class of statesmen has resisted all improvement, and their opponents have been hurried into intemperate alterations: whilst philosophy, lamenting these contentions, has, instead of advancing the science of government, been occupied in counteracting laws founded upon erroneous principles; erroneous commercial laws; erroneous laws against civil and religious liberty; and erroneous criminal laws.[4]
So deeply was Bacon impressed with the magnitude of this evil, that by his will he endowed two lectures in either of the universities, by "a lecturer, whether stranger or English, provided he is not professed in divinity, law, or physic."
The subject of universities, and the importance to the community and to the advancement of science, that the spring should not be poisoned or polluted, was ever present to his mind,—and, in the decline of his life, he prepared the plan of a college for the knowledge of the works and creations of God, "from the cedar of Libanus to the moss that groweth out of the wall;" but the plan was framed upon a model so vast, that, without the purse of a prince and the assistance of a people, all attempts to realize it must be vain and hopeless. Some conception of his gorgeous mind in the formation of this college, may appear even at the entrance.
"We have (he says) two very long and fair galleries: and in one of these we place patterns and samples of all manner of the more rare and excellent inventions; in the other we place the statues of all principal inventors. There we have the statue of your Columbus, that discovered the West Indies; also the inventor of ships; your monk that was the inventor of ordnance and of gunpowder; the inventor of music; the inventor of letters; the inventor of printing; the inventor of observations of astronomy; the inventor of works in metal; the inventor of glass; the inventor of silk of the worm; the inventor of wine; the inventor of corn and bread; the inventor of sugars; and all these by more certain tradition than you have. Upon every invention of value, we erect a statue to the inventor, and give him a liberal and honourable reward. These statues are some of brass; some of mafole and touch-
- ↑ Ax. 90. lib. i.
- ↑ See the chapter on Vanity, in the admirable work, "Search's Light of Nature:" where the distinction between the love of excellence, as a motive for acquiring knowledge, is fully explained.
- ↑ Bacon says, 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. 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 any thing you can do to the boughs, but it is the stirring of the earth, and putting new mould about the 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 und 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 state, because there is no education collegiate which is free, where such as were so disposed might give themselves to histories, modern languages, books of policy and civil discourse, and other the like enablements unto service of state. This truth, confirmed by daily experience, was, fifty years after his death, repeated by Milton, who indignantly says, "when young men quit the university for the trade of law, they ground their purposes, not on the prudent and heavenly contemplation of justice and equity, which was never taught them, but on the promising and pleasing thoughts of litigious terms, fat contentions, and flowing fees: and if they quit it for state affairs, they betake themselves to this trust with souls so unprincipled in virtue and true generous breeding, that flattery, and court-shifts, and tyrannous aphorisms appear to them the highest points of wisdom. After having prescribed the proper order of education, he adds. The next removal must be to the study of politics; to know the beginning, end, and reasons of political societies; that they may not in a dangerous fit of the commonwealth be such poor, shaken, uncertain reeds, of such a tottering conscience, as many of our great counsellors have lately shown themselves, but steadfast pillars of the state. After this they are to drive into the grounds of law and legal justice, delivered first, and with best warrant to Moses, and as far as human prudence can be trusted, in those extolled remains of Giecian lawgivers, Lycurgus, Solon, &c. and thence to all the Roman edicts and tables with their Justinian; and so to the Saxon laws of England. Milton, Education, vol. i. p. 270.
- ↑ 4.0 4.1 "Such," says Milton, "are the errors, such the fruits of mispending our prime youth at schools and universities as we do, either in learning mere words, or such things chiefly as were better unlearned." See his Tract on Education
