76 OF THE ADVANCEMENT OF LEARNING. [i. 



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, 

 If the iron be not sharp, it requireth more strength; but 

 wisdom z s 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. 



