The Advancement of Learning eBook

This eBook from the Gutenberg Project consists of approximately 298 pages of information about The Advancement of Learning.

The Advancement of Learning eBook

This eBook from the Gutenberg Project consists of approximately 298 pages of information about The Advancement of Learning.

(12) And as for the overmuch credit that hath been given unto authors in sciences, in making them dictators, that their words should stand, and not consuls, to give advice; the damage is infinite that sciences have received thereby, as the principal cause that hath kept them low at a stay without growth or advancement.  For hence it hath come, that in arts mechanical the first deviser comes shortest, and time addeth and perfecteth; but in sciences the first author goeth furthest, and time leeseth and corrupteth.  So we see artillery, sailing, printing, and the like, were grossly managed at the first, and by time accommodated and refined; but contrariwise, the philosophies and sciences of Aristotle, Plato, Democritus, Hippocrates, Euclides, Archimedes, of most vigour at the first, and by time degenerate and imbased:  whereof the reason is no other, but that in the former many wits and industries have contributed in one; and in the latter many wits and industries have been spent about the wit of some one, whom many times they have rather depraved than illustrated; for, as water will not ascend higher than the level of the first spring-head from whence it descendeth, so knowledge derived from Aristotle, and exempted from liberty of examination, will not rise again higher than the knowledge of Aristotle.  And, therefore, although the position be good, Oportet discentem credere, yet it must be coupled with this, Oportet edoctum judicare; for disciples do owe unto masters only a temporary belief and a suspension of their own judgment till they be fully instructed, and not an absolute resignation or perpetual captivity; and therefore, to conclude this point, I will say no more, but so 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.  Thus have I gone over these three diseases of learning; besides the which there are some other rather peccant humours than formed diseases, which, nevertheless, are not so secret and intrinsic, but that they fall under a popular observation and traducement, and, therefore, are not to be passed over.

V. (1) The first of these is the extreme affecting of two extremities:  the one antiquity, the other novelty; wherein it seemeth the children of time do take after the nature and malice of the father.  For as he devoureth his children, so one of them seeketh to devour and suppress the other; while antiquity envieth there should be new additions, and novelty cannot be content to add but it must deface; surely the advice of the prophet is the true direction in this matter, State super vias antiquas, et videte quaenam sit via recta et bona et ambulate in ea.  Antiquity deserveth that reverence, that men should make a stand thereupon and discover what is the best way; but when the discovery is well taken, then to make progression.  And to speak truly, Antiquitas saeculi 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.

Copyrights
Project Gutenberg
The Advancement of Learning from Project Gutenberg. Public domain.