Book, Chapter

  1    Int       |      proficience and aduancement of Learning, divine and humane. To the
  2    Int       |         Books of the Advancement of Learning.” In the Parliament that
  3    Int       |        books on the “Advancement of Learning;” and the final edition
  4    Int       |       pointed out the discredits of learning from human defects of the
  5    Int       |        argument upon the Dignity of Learning; and the Second Book, on
  6    Int       |         Book, on the Advancement of Learning, is, as Bacon himself described
  7    Int       |           faithful perambulation of learning, with an inquiry what parts
  8      1       |      PROFICIENCE AND ADVANCEMENT OF LEARNING, DIVINE AND HUMAN.~
  9      1, Int  | universality and perfection of your learning. For I am well assured that
 10      1, Int  |  superficial ornaments and shows of learning, or if he countenance and
 11      1, Int  |           he countenance and prefer learning and learned men; but to
 12      1, Int  |            of the true fountains of learning—nay, to have such a fountain
 13      1, Int  |             have such a fountain of learning in himself, in a king, and
 14      1, Int  |   illumination of a priest, and the learning and universality of a philosopher.
 15      1, Int  |        concerning the excellency of learning and knowledge, and the excellency
 16      1, Int  |   undertaken for the advancement of learning; and again, what defects
 17      1, I    |           concerning the dignity of learning to be better heard, without
 18      1, II   |             for the disgraces which learning receiveth from politics,
 19      1, II   |             be of this nature: that learning doth soften men’s minds,
 20      1, II   |        majesty of his eloquence and learning, gave counsel in open senate
 21      1, II   |          meeting and concurrence in learning and arms, flourishing and
 22      1, II   |          likewise, most admired for learning, so that the greatest authors
 23      1, II   |              so in states, arms and learning, whereof the one correspondeth
 24      1, II   |         policy and government, that learning, should rather hurt, than
 25      1, II   |        mingled with men grounded in learning. But contrariwise, it is
 26      1, II   |            for although men bred in learning are perhaps to seek in points
 27      1, II   |             can no more countervail learning than one man’s means can
 28      1, II   |        policy and government, which learning is pretended to insinuate;
 29      1, II   |           be remembered withal that learning ministereth in every of
 30      1, II   |            And for the conceit that learning should dispose men to leisure
 31      1, II   |             in luce est; and not of learning: well may it be that such
 32      1, II   |            make him give himself to learning, but it is not learning
 33      1, II   |             learning, but it is not learning that breedeth any such point
 34      1, II   |            his nature.~(7) And that learning should take up too much
 35      1, II   |           as no man need doubt that learning will expel business, but
 36      1, II   |             that other conceit that learning should undermine the reverence
 37      1, II   |        without all controversy that learning doth make the minds of men
 38      1, II   |           for his blasphemy against learning, in the same kind wherein
 39      1, II   |       former censure of the Grecian learning was rather an affected gravity,
 40      1, II   |           to throw imputations upon learning; which redargution nevertheless (
 41      1, II   |          love and reverence towards learning which the example and countenance
 42      1, III  |            credit that groweth unto learning from learned men themselves,
 43      1, III  |             therefore which grow to learning from the fortune or condition
 44      1, III  |        barbarism, if the poverty of learning had not kept up civility
 45      1, III  |         means were to be spent upon learning, and not learning to be
 46      1, III  |        spent upon learning, and not learning to be applied to means.
 47      1, III  |             points concerning human learning and moral matters, I may
 48      1, III  |         cannot find any disgrace to learning can proceed from the manners
 49      1, III  |             point otherwise be, for learning endueth men’s minds with
 50      1, III  |             thoughts established by learning in the love and apprehension
 51      1, III  |            obligation of duty which learning doth endue the mind withal,
 52      1, III  |        wherein divers professors of learning have wronged themselves
 53      1, III  |             price and estimation of learning. Neither is the modern dedication
 54      1, IV   |           impediments in matters of learning, which are more secret and
 55      1, IV   |        vanities in studies, whereby learning hath been most traduced.
 56      1, IV   |              as I may term them) of learning—the first, fantastical learning;
 57      1, IV   |     learning—the first, fantastical learning; the second, contentious
 58      1, IV   |             the second, contentious learning; and the last, delicate
 59      1, IV   |              and the last, delicate learning; vain imaginations, vain
 60      1, IV   |       delicate and polished kind of learning. Then did Erasmus take occasion
 61      1, IV   |           One, Asine. Then grew the learning of the schoolmen to be utterly
 62      1, IV   |              the first distemper of learning, when men study words and
 63      1, IV   |           an operation to discredit learning, even with vulgar capacities,
 64      1, IV   |           of Hercules’ followers in learning—that is, the more severe
 65      1, IV   |             disease or distemper of learning.~(5) The second which followeth
 66      1, IV   |             This kind of degenerate learning did chiefly reign amongst
 67      1, IV   |             those laborious webs of learning which are extant in their
 68      1, IV   |             forth indeed cobwebs of learning, admirable for the fineness
 69      1, IV   |            great advancement of all learning and knowledge; but as they
 70      1, IV   |           for the second disease of learning.~(8) For the third vice
 71      1, IV   |            third vice or disease of learning, which concerneth deceit
 72      1, IV   |             these three diseases of learning; besides the which there
 73      1, V    |            entered into a desire of learning and knowledge, sometimes
 74      1, V    |    impediment to the proficience of learning, but have given also occasion
 75      1, V    |           enter into a laudative of learning, or to make a hymn to the
 76      1, VI   |          not seek it by the name of learning, for all learning is knowledge
 77      1, VI   |           name of learning, for all learning is knowledge acquired, and
 78      1, VI   |            trade and intercourse of learning and knowledge was chiefly
 79      1, VI   |         That he was seen in all the learning of the Egyptians,” which
 80      1, VI   |             endowment of wisdom and learning, both in Solomon’s petition
 81      1, VI   |         read and studied in all the learning of this heathen; insomuch
 82      1, VI   |           lectures, or exercises of learning) was esteemed and accounted
 83      1, VI   |     precious relics even of heathen learning, which otherwise had been
 84      1, VI   |           strengthened the state of learning; we see (I say) what notable
 85      1, VI   |          which philosophy and human learning do perform to faith and
 86      1, VI   |           true dignity and value of learning.~
 87      1, VII  |       certainly that other merit of learning, in repressing the inconveniences
 88      1, VII  |            estates, are endued with learning. For although he might be
 89      1, VII  |            if they be illuminate by learning, they have those notions
 90      1, VII  |          favourers and advancers of learning, which age for temporal
 91      1, VII  |     libertatem. And in token of his learning, the last act of his short
 92      1, VII  |            not a greater admirer of learning or benefactor of learning,
 93      1, VII  |           learning or benefactor of learning, a founder of famous libraries,
 94      1, VII  |        Secundus, a man of excellent learning and by Trajan advanced.~(
 95      1, VII  |          much in the softer kind of learning, and was wont to call the
 96      1, VII  |            excelled all the rest in learning, so he excelled them likewise
 97      1, VII  |          see the blessed effects of learning in sovereignty, painted
 98      1, VII  |           This lady was endued with learning in her sex singular, and
 99      1, VII  |         princes—whether we speak of learning, of language, or of science,
100      1, VII  |            the flourishing state of learning, sortable to so excellent
101      1, VII  |       concerning the conjunction of learning in the prince with felicity
102      1, VII  |           people.~(10) Neither hath learning an influence and operation
103      1, VII  |            their affections towards learning and perfections in learning
104      1, VII  |         learning and perfections in learning it is pertinent to say somewhat.~(
105      1, VII  |         price and estimation he had learning in doth notably appear in
106      1, VII  |          more to excel other men in learning and knowledge than in power
107      1, VII  |              And what use he had of learning doth appear, or rather shine,
108      1, VII  |          displaying of the glory of learning in sovereignty that I propound
109      1, VII  |             prints and footsteps of learning in those few speeches which
110      1, VII  |       Caesar, the excellency of his learning needeth not to be argued
111      1, VII  |           of a natural gift, but of learning and precept, is well witnessed
112      1, VII  |      monument both of his power and learning, the then reformed computation
113      1, VII  |          well his own perfection in learning, and took it upon him, as
114      1, VII  |  concurrence of military virtue and learning (for what example should
115      1, VIII |            for a little superficial learning doth rather work a contrary
116      1, VIII |      novelty, no man that wadeth in learning or contemplation thoroughly
117      1, VIII |           particular remedies which learning doth minister to all the
118      1, VIII |          beliefs, but knowledge and learning. And therefore we see the
119      1, VIII |     advancement, the beneficence of learning is not so confined to give
120      1, VIII |         hard to say whether arms or learning have advanced greater numbers.
121      1, VIII |       carried away the kingdom, yet learning hath carried the priesthood,
122      1, VIII |            delight of knowledge and learning, it far surpasseth all other
123      1, VIII |           vulgar arguments, that by learning man excelleth man in that
124      1, VIII |           excelleth beasts; that by learning man ascendeth to the heavens
125      1, VIII |         excellency of knowledge and learning in that whereunto man’s
126      1, VIII |            the monuments of wit and learning are more durable than the
127      1, VIII |             dignity of knowledge or learning, I did in the beginning
128      1, VIII |             also continue whereupon learning hath ever relied, and which
129      2, Int  |         increase and advancement of learning, wherein I purpose to speak
130      2, Int  |      deservers towards the state of learning), I do observe nevertheless
131      2, Int  |       rather to augment the mass of learning in the multitude of learned
132      2, Int  |            or acts of merit towards learning are conversant about three
133      2, Int  |         three objects—the places of learning, the books of learning,
134      2, Int  |           of learning, the books of learning, and the persons of the
135      2, Int  |             the seats and places of learning are four—foundations and
136      2, Int  |             concerning any parts of learning not sufficiently laboured
137      2, Int  |        large. For if men judge that learning should be referred to action,
138      2, Int  |         hindered the progression of learning, because these fundamental
139      2, Int  |             dotations to professory learning hath not only had a malign
140      2, Int  |           customs appertaining unto learning, anciently begun and since
141      2, Int  |           And further, the untimely learning of them hath drawn on by
142      2, Int  |           For as the proficience of learning consisteth much in the orders
143      2, Int  |       cannot but be a fraternity in learning and illumination, relating
144      2, Int  |           examination what parts of learning have been prosecuted, and
145      2, Int  |              which is the survey of learning) may be set forward by private
146      2, Int  |           faithful perambulation of learning, with an inquiry what parts
147      2, Int  |          that if my extreme love to learning carry me too far, I may
148      2, I    |            I~(1) The parts of human learning have reference to the three
149      2, I    | understanding, which is the seat of learning: history to his memory,
150      2, I    |    philosophy to his reason. Divine learning receiveth the same distribution;
151      2, I    |        himself the general state of learning to be described and represented
152      2, I    |         usages. But a just story of learning, containing the antiquities
153      2, I    |             other events concerning learning, throughout the ages of
154      2, I    |        those that are the lovers of learning, but chiefly for a more
155      2, I    |           use and administration of learning. For it is not Saint Augustine’
156      2, I    |           and the same reason is of learning.~(3) History of Nature is
157      2, I    |            a kind of dishonour unto learning to descend to inquiry or
158      2, II   |       states of the world for arms, learning, moral virtue, policy, and
159      2, II   |            we speak now of parts of learning supplemental, and not of
160      2, II   |          the heavens: which part of learning of all others in this latter
161      2, II   |        performed in great part: the learning of these later times not
162      2, II   |           two periods or returns of learning, the one of the Grecians,
163      2, III  |             are also other parts of learning which are appendices to
164      2, III  |      history, which is that part of learning which answereth to one of
165      2, IV   |           IV~(1) Poesy is a part of learning in measure of words, for
166      2, IV   |           the principal portions of learning, and is nothing else but
167      2, IV   |      barbarous regions, where other learning stood excluded.~(3) The
168      2, IV   |            5) In this third part of learning, which is poesy, I can report
169      2, VIII |             manner. Of this kind of learning the fable of Ixion was a
170      2, X    |           incline to the methods of learning.~(9) In preparation of medicines
171      2, XII  |            not now of such parts of learning as the imagination produceth,
172      2, XVII |            proceeding at all; so in learning, where there is much controversy,
173      2, XVII |    prejudicial to the proceeding of learning as it is to the proceeding
174      2, XVII |          been of ill desert towards learning, as that which taketh the
175      2, XVII |            taketh the way to reduce learning to certain empty and barren
176      2, XVII |         therefore in the infancy of learning, and in rude times when
177      2, XVII |             or judged. So in divine learning, we see how frequent parables
178      2, XVII |     speedily come to make a show of learning, who have it not. Such was
179      2, XVIII|            proceeding at all; so in learning, where there is much controversy,
180      2, XVIII|    prejudicial to the proceeding of learning as it is to the proceeding
181      2, XVIII|          been of ill desert towards learning, as that which taketh the
182      2, XVIII|            taketh the way to reduce learning to certain empty and barren
183      2, XVIII|         therefore in the infancy of learning, and in rude times when
184      2, XVIII|             or judged. So in divine learning, we see how frequent parables
185      2, XVIII|     speedily come to make a show of learning, who have it not. Such was
186      2, XIX  |         third is the application of learning according unto the propriety
187      2, XX   |        glory of eloquence, wit, and learning in the expressing of the
188      2, XXI  |            as that which would make learning indeed solid and fruitful)
189      2, XXIII|             the great derogation of learning and the professors of learning.
190      2, XXIII|      learning and the professors of learning. For from this root springeth
191      2, XXIII|           great concurrence between learning and wisdom. For of the three
192      2, XXIII|             long experience without learning, and outshoot them in their
193      2, XXIII|          handling hereof concerneth learning greatly, both in honour
194      2, XXIII|           away with an opinion that learning is like a lark, that can
195      2, XXIII|          and doctrine. Neither doth learning admire or esteem of this
196      2, XXIII|       action with matter of general learning.~
197      2, XXIII|             the great derogation of learning and the professors of learning.
198      2, XXIII|      learning and the professors of learning. For from this root springeth
199      2, XXIII|           great concurrence between learning and wisdom. For of the three
200      2, XXIII|             long experience without learning, and outshoot them in their
201      2, XXIII|          handling hereof concerneth learning greatly, both in honour
202      2, XXIII|           away with an opinion that learning is like a lark, that can
203      2, XXIII|          and doctrine. Neither doth learning admire or esteem of this
204      2, XXIII|       action with matter of general learning.~