= 7 . ae a \e ee 
78 OF THE ADVANCEMENT OF LEARNING.  [6: 
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, 
4. These are summarily the works and acts, wherein 
the merits of many excellent princes and other worthy 
personages have been conversant. As for any particular 
commemorations, I call to mind what Cicero said, when 
he gave general thanks; Difictle non aliquem, ingratum 
quenquam preterire. Let us rather, according to the 
scriptures, look unto that part of the race which is before 
us, than look back to that which is already attained. 
8. First therefore, amongst so many great foundations 
of colleges in Europe, I find strange that they are all 
dedicated _tocprofessions, and none left free to: ‘arts.and_ 
sciénces‘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, in which 
the other parts of the body did suppose the stomach had 
been idle, because it neither performed the office of mo- 
tion, 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 phi- 
losophy 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 pas- 
sage. 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 
boughs, but it is the stirring of the earth and putting 
new mould about the roots that must work it. Neither 
is it to be forgotten, that this dedicating of foundations 
