Imagens das páginas

priate so in hand, chick is encerning the conjunction of

learning in the prince with felicity in the peuple.(k) 69 3. There is a concurrence between learning and military virtne

78 When Cerar, after was declared, did possess himself of the city of Rome ; at which time entering into the inner treasury to take the money there accumulated, Metellus being tribune, furbade him : whereto Cæsar said, That if he did not desist, he would lay him dead in the place." And presently taking himself up, he added, Adolescens, “ durius est mihi hoc dicere quàm facere.” Young man, it is harder for me to speak than to do it. A speech compounded of the greatest terror and greatest clemency that

could proceed out of the mouth of man. 4. Learning improves private virtues

SO 1. It takes away the barbarism of men's minds.

Scilicet ingenuas didicisse fideliter artes,

Emollit mores, nec sinit esse feros."
2. It takes away levity, temerity, and insolency.
3. It takes away vain admiration

81 If a man meditate much upon the universal frame of nature, the earth with men upon it, the divineness of souls excepted, will not seem much other than an ant-hill, where as sonie ants carry corn, and some carry their young, and

some go empty and all to-and-fro a little heap of dust. 4. It mitigates the fear of death or adverse fortune.

Virgil did excellently and profoundly couple the knowledge of causes and the conquest of all fears together, as

Felix, qui potuit rerum cognoscere causas

Quique metus omnes, et inerorabile fatum

"Subjecit pedibus, strepitumque Acherontis avari." 5. It disposes the mind not to be fixed in its defects 82

The unlearned man knows not what it is to descend into himself, or to call himself to account; nor the pleasure of that sua vissima vita, indies sentire se fieri meli

“ orem.." (k) This beautiful passage is omitted in the Treatise De Augmentis


Certain it is that '' veritas" and bonitas" differ but as the seal and the print: for truth prints goodness ; and they be the clouds of error which descend in the storms of passions

and perturbations. 5. Learning is power.(I) 6. Learning advances fortune

84 7. The pleasure of knowledge is the greatest of pleasures

85 We see in all other pleasures there is satiety, and after they be used, their verdure departeth ; which sheweth well they be but deceits of pleasure, and not pleasures; and that it was the novelty which pleased, and not the quality : and therefore we see that voluptuous men turn friars, and 'ambitious princes turn melancholy. But of knowledge there is no satiety, but satisfaction and appetite are perpetually interchangeable.

It is a view of delight, to stand or walk upon the shore side, and to see a ship tossed with tempest upon the sea; or to be in a fortified tower, and to see two battles join upon a plain; but it is a pleasure incompurable, for the mind of man to be settled, landed, and fortified in the certainty of truth; and from thence to descry and behold the errors, perturbations, labours, and

wanderings up and down of other men.” 8. Learning insures immortality

87 If the invention af the ship was thought so noble, which carrieth riches and commodities from place to place, and consociateth the most remote regions in participation of their fruits, how much more are letters to be magnified, which, as ships, pass through the vast seas of time, and make ages so distant to participate of the wisdom, illuminations, and inventions, the one of the other ?

Nevertheless, I do not pretend, and I know it will be impossible for me, by any pleading of mine, to reverse the judgment, either of Æsop's cock, that preferred the barleycorn before the gem; or of Midas, that being chosen judge


(1) See note (L) at the end.

between Apollo president of the Muses, and Pan god of the flocks, judged for plenty; or of Paris, that julged for beauty uad love against wisdom and power ; nor of Agrippina, occidat matrem, modo imperet,that preferred empire with conditions never so detestable; or of Ulysses, qui vetulam prætulit immortalitati." being a figure of those which prefer custom, and habit before all ercellency ; or of a number of the like popular judgments For these things continue as they have been : but so will that also continue whereupon learning hath ever relied, and which faileth not: justificata est sapientia a filiis suis.”

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1. Dedication to the king

96 2. Preliminary considerations. 1. Modes by which difficulties are overcome.

1. Amplitude of reward to encourage exertion.
2. Soundness of direction to prevent confusion.
3. Conjunction of labours to supply the frailty of

2. The objects about which the acts of merit towards
learning are conversant

91 1. The places of learning. 2. The books of learning. 3. The persons of the learned.


As water, whether it be the dew of heaven, or the springs of the earth, doth scatter and lose 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 univer sities, colleges, and schools, for the

receipt and comforting of the same. 1. Works relating to places of learning,

1. Foundations and buildings.
2. Endowments with revenues.
9. Endowments with franchises.
4. Institutions for governinent.


92 1. Libraries.

They are as the shrines where all the relics of the ancient saints, full of true virtue, and that without delusion or im

posture, are preserved and reposed. 2. New editions of authors.


108 1. Learned men should be countenanced. 2. There should be rewards.

1. For readers in sciences extant.

2. For inventors. 3. Defects of universities. First defect. Colleges are all dedicated to professions 93

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 sto-
mach 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 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.

It is injurious to government that there is not any colle-
giate education for statesmen

110 Second defect. The salaries of lecturers are too small 94

If you will have sciences flourish, you must observe David's military law, which was, That those which staid with the carriage should have equal part with those which were in the action.





Third defect. There are not sufficient funds for providing models, instruments, experiments, &c. (m)

95 Fourth defect.

There is a neglect in the governors of consultation, and, in superiors of visitation as to the propriety of continuing or amending the established courses of study 1. Scholars study logic and rhetoric (n)

96 For minds empty and unfraught with matter, and which have not gathered that which Cicero calleth Sylva" and " supeller,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. (a)

(m) See note (M) at the end.
(n) See note (N) at the end.

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