"This kind of degenerate learning did chiefly reign amongst the schoolmen, who having sharp and strong wits, and abundance of leisure, and small variety of reading, but their wits being shut up in the cells of a few authors (chiefly Aristotle their dictator) as their persons were shut up in the cells of monasteries and colleges, and knowing little history, either of nature or time, did out of no great quantity of matter and infinite agitation of wit spin out unto us those laborious webs of learning which are extant in their books."
— Bacon, Sir Francis, Lord Verulam (1561-1626)
Work Title
Place of Publication
London
Publisher
Henry Tomes
Date
1605
Metaphor
"This kind of degenerate learning did chiefly reign amongst the schoolmen, who having sharp and strong wits, and abundance of leisure, and small variety of reading, but their wits being shut up in the cells of a few authors (chiefly Aristotle their dictator) as their persons were shut up in the cells of monasteries and colleges, and knowing little history, either of nature or time, did out of no great quantity of matter and infinite agitation of wit spin out unto us those laborious webs of learning which are extant in their books."
Metaphor in Context
The second which followeth is in nature worse than the former: for as substance of matter is better than beauty of words, so contrariwise vain matter is worse than vain words: wherein it seemeth the reprehension of St. Paul was not only proper for those times, but prophetical for the times following; and not only respective to divinity, but extensive to all knowledge: Devita profanas vocum novitates, et oppositiones falsi nominis scientiae. For he assigneth two marks and badges of suspected and falsified science: the one, the novelty and strangeness of terms; the other, the strictness of positions, which of necessity doth induce oppositions, and so questions and altercations. Surely, like as many substances in nature which are solid do putrefy and corrupt into worms;--so it is the property of good and sound knowledge to putrefy and dissolve into a number of subtle, idle, unwholesome, and (as I may term them) vermiculate questions, which have indeed a kind of quickness and life of spirit, but no soundness of matter or goodness of quality. This kind of degenerate learning did chiefly reign amongst the schoolmen, who having sharp and strong wits, and abundance of leisure, and small variety of reading, but their wits being shut up in the cells of a few authors (chiefly Aristotle their dictator) as their persons were shut up in the cells of monasteries and colleges, and knowing little history, either of nature or time, did out of no great quantity of matter and infinite agitation of wit spin out unto us those laborious webs of learning which are extant in their books. For the wit and mind of man, if it work upon matter, which is the contemplation of the creatures of God, worketh according to the stuff and is limited thereby; but if it work upon itself, as the spider worketh his web, then it is endless, and brings forth indeed cobwebs of learning, admirable for the fineness of thread and work, but of no substance or profit.
(I.iv.5, pp. 183-4 in Modern Library edition)
(I.iv.5, pp. 183-4 in Modern Library edition)
Categories
Provenance
Reading Irvin Ehrenpreis, Swift: The Man, His Works, and the Age, 2 vols. (1962, reprinted Harvard UP, 1983), I, 233.
Citation
Text, based on 1893 edition, from ebooks@Adelaide <Link>
See also Francis Bacon, Selected Writings, introd. Hugh G. Dick (New York: Modern Library, 1955); and Francis Bacon, The Advancement of Learning, ed. Michael Kiernan. The Oxford Francis Bacon, vol. iv (Oxford: OUP, 2000).
See also Francis Bacon, Selected Writings, introd. Hugh G. Dick (New York: Modern Library, 1955); and Francis Bacon, The Advancement of Learning, ed. Michael Kiernan. The Oxford Francis Bacon, vol. iv (Oxford: OUP, 2000).
Date of Entry
05/11/2012
