76 OF THE ADVANCEMENT OF LEARNING, [1. _ 
is not any more worthy than the further endowment of 
the world with sound and fruitful knowledge. For why 
should a few received authors stand up like Hercules’ 
columns, beyond which there should be no sailing or dis- 
covering, since we have so bright and benign a star as 
your Majesty to conduct and prosper us? To return 
therefore where we left, it remaineth to consider of what 
kind those acts are which have been undertaken and per- 
formed by kings and others for the increase and advance- 
ment of learning: wherein I purpose to speak: actively 
without digressing or dilating. 
2. Let this ground therefore be laid, that all works are 
overcommen by amplitude of reward, by soundness of 
direction, and by the conjunction of labours. The first 
multiplieth endeavour, the second preventeth error, and 
the third supplieth the frailty of man. But the principal 
of these is direction: for claudus in via antevertil cursorem 
extra viam; and Salomon excellently setteth it down, 
Lf the tron be not sharp, tt requireth-more strength ; but 
wisdom is that which prevaileth; signifying that the 
invention or election of the mean is more effectual than 
any inforcement or accumulation of endeavours. This 
I am induced to speak, for that (not derogating from the 
noble intention of any that have been deservers towards 
the state of learning) I do observe nevertheless that 
their works and acts are rather matters of magnificence 
and memory, than of progression and proficience, and 
tend rather to augment the mass of learning in the mult- 
itude of learned men, than to rectify or raise the sciences 
themselves. 
3. The works or acts of merit towards learning are 
conversant about three objects; the places of learning, 
the books of learning, and the persons of the learned. 
