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The Advancement of Learning by Francis Bacon
Book, page 31 / 206


great number of good and fruitful inventions and experiments, as
well for the disclosing of nature as for the use of man's life.

(12) And as for the overmuch credit that hath been given unto
authors in sciences, in making them dictators, that their words
should stand, and not consuls, to give advice; the damage is
infinite that sciences have received thereby, as the principal cause
that hath kept them low at a stay without growth or advancement.
For hence it hath come, that in arts mechanical the first deviser
comes shortest, and time addeth and perfecteth; but in sciences the
first author goeth furthest, and time leeseth and corrupteth. So we
see artillery, sailing, printing, and the like, were grossly managed
at the first, and by time accommodated and refined; but
contrariwise, the philosophies and sciences of Aristotle, Plato,
Democritus, Hippocrates, Euclides, Archimedes, of most vigour at the
first, and by time degenerate and imbased: whereof the reason is no
other, but that in the former many wits and industries have
contributed in one; and in the latter many wits and industries have
been spent about the wit of some one, whom many times they have
rather depraved than illustrated; for, as water will not ascend
higher than the level of the first spring-head from whence it
descendeth, so knowledge derived from Aristotle, and exempted from
liberty of examination, will not rise again higher than the
knowledge of Aristotle. And, therefore, although the position be
good, Oportet discentem credere, yet it must be coupled with this,
Oportet edoctum judicare; for disciples do owe unto masters only a
temporary belief and a suspension of their own judgment till they be
fully instructed, and not an absolute resignation or perpetual
captivity; and therefore, to conclude this point, I will say no
more, but so let great authors have their due, as time, which is the
author of authors, be not deprived of his due--which is, further and
further to discover truth. Thus have I gone over these three
diseases of learning; besides the which there are some other rather
peccant humours than formed diseases, which, nevertheless, are not
so secret and intrinsic, but that they fall under a popular
observation and traducement, and, therefore, are not to be passed
over.

V. (1) The first of these is the extreme affecting of two
extremities: the one antiquity, the other novelty; wherein it

 
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