Advancement of Learning 63 



The works touching books are two: first, libraries, which 

 are as the shrines where all the relics of the ancient saints, 

 full of true virtue, and that without delusion or imposture, 

 are preserved and reposed: secondly, new editions of 

 authors, with more correct impressions, more faithful trans 

 lations, more profitable glosses, more diligent annotations, 

 and the like. 



The works pertaining to the persons of learned men, 

 besides the advancement and countenancing of them in 

 general, are two : the reward and designation of readers in 

 sciences already extant and invented ; and the reward and 

 designation of writers and inquirers concerning any parts 

 of learning not sufficiently laboured and prosecuted. 



These are summarily the works and acts, wherein the 

 merits of many excellent princes and other worthy person 

 ages have been conversant. As for any particular com 

 memorations, I call to mind what Cicero said, when he gave 

 general thanks; Difficile non aliquem, ingratum quenquam 

 prczterire. 1 Let us rather, according to the Scriptures, 2 look 

 unto that part of the race which is before us than look back 

 to that which is already attained. 



First, therefore, amongst so many great foundations of 

 colleges in Europe, I find it strange that they are all dedi 

 cated to professions, and none left free to arts and sciences 

 at large. For 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, 3 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 stomach 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 anything you can do to the 



1 Orat. post Redit. in Sen. xii. 30, which in Bacon s day was 

 counted genuine. The actual passage is something stronger, for it 

 has nefas instead of ingratum. 



2 Philip, iii. 13. * Liv. ii. 32. 



