62 THE HISTORY OF SCIENCE 



pare natural bodies and materials of things as agri- 

 culture, cooking, chemistry, dyeing ; the manufacture 

 of glass, enamel, sugar, gunpowder, artificial fires, 

 paper and the like." Weaving, carpentry, architec- 

 ture, manufacture of mills, clocks, etc. follow. The 

 purpose is not solely to bring the arts to perfection, 

 but all mechanical experiments should be as streams 

 flowing from all sides into the sea of philosophy. 



Shortly after James I came to the throne in 1603, 

 Bacon published his Advancement of Learning. He 

 continued in other writings, however, to develop the 

 organization of knowledge, and in 1623 summed up 

 his plan in the De Aug mentis Scientiarum. 



A recent writer (Pearson, 1900) has attempted 

 to summarize Bacon's classification of the different 

 branches of learning. When one compares this sum- 

 mary with an outline of the classification of knowl- 

 edge made by the French monk, Hugo of St. Victor, 

 who stands midway between Isidore of Seville (570- 

 636) and Bacon, some points of resemblance are of 

 course obvious. Moreover, Hugo, like Bacon, insisted 

 on the importance of not being narrowly utilitarian. 

 Men, he says, are often accustomed to value knowl- 

 edge not on its own account but for what it yields. 

 Thus it is with the arts of husbandry, weaving, paint- 

 ing, and the like, where skill is considered absolutely 

 vain, unless it results in some useful product. If, 

 however, we judged after this fashion of God's wis- 

 dom, then, no doubt, the creation would be preferred 

 to the Creator. But wisdom is life, and the love of 

 wisdom is the joy of life (fdidtaswtci). 



Nevertheless, when we compare these classifications 

 diligently, we find very marked differences between 



