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.

(2) Another error induced by the former is a distrust that anything should be now to be found out, which the world should have missed and passed over so long time:  as if the same objection were to be made to time that Lucian maketh to Jupiter and other the heathen gods; of which he wondereth that they begot so many children in old time, and begot none in his time; and asketh whether they were become septuagenary, or whether the law Papia, made against old men’s marriages, had restrained them.  So it seemeth men doubt lest time is become past children and generation; wherein contrariwise we see commonly the levity and unconstancy of men’s judgments, which, till a matter be done, wonder that it can be done; and as soon as it is done, wonder again that it was no sooner done:  as we see in the expedition of Alexander into Asia, which at first was prejudged as a vast and impossible enterprise; and yet afterwards it pleaseth Livy to make no more of it than this, Nil aliud quam bene ausus vana contemnere.  And the same happened to Columbus in the western navigation.  But in intellectual matters it is much more common, as may be seen in most of the propositions of Euclid; which till they be demonstrate, they seem strange to our assent; but being demonstrate, our mind accepteth of them by a kind of relation (as the lawyers speak), as if we had known them before.

(3) Another error, that hath also some affinity with the former, is a conceit that of former opinions or sects after variety and examination the best hath still prevailed and suppressed the rest; so as if a man should begin the labour of a new search, he were but like to light upon somewhat formerly rejected, and by rejection brought into oblivion; as if the multitude, or the wisest for the multitude’s sake, were not ready to give passage rather to that which is popular and superficial than to that which is substantial and profound for 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) Another error, of a diverse nature from all the former, is the over-early and peremptory reduction of knowledge into arts and methods; from which time commonly sciences receive small or no augmentation.  But 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 illustrate and accommodated for use and practice, but it increaseth no more in bulk and substance.

(5) Another error which doth succeed that which we last mentioned is, that after the distribution of particular arts and sciences, men have abandoned universality, or philosophia prima, which cannot but cease and stop all progression.  For no perfect discovery can be made upon a flat or a level; neither is it possible to discover the more remote and deeper parts of any science if you stand but upon the level of the same science, and ascend not to a higher science.

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The Advancement of Learning from Project Gutenberg. Public domain.