The Advancement of Learning eBook

This eBook from the Gutenberg Project consists of approximately 298 pages of information about The Advancement of Learning.

The Advancement of Learning eBook

This eBook from the Gutenberg Project consists of approximately 298 pages of information about The Advancement of Learning.
of the truth of propositions, that can ever correct that error, being (as the physicians speak) in the first digestion.  And, therefore, it was not without cause, that so many excellent philosophers became sceptics and academics, and denied any certainty of knowledge or comprehension; and held opinion that the knowledge of man extended only to appearances and probabilities.  It is true that in Socrates it was supposed to be but a form of irony, Scientiam dissimulando simulavit; for he used to disable his knowledge, to the end to enhance his knowledge; like the humour of Tiberius in his beginnings, that would reign, but would not acknowledge so much.  And in the later academy, which Cicero embraced, this opinion also of acatalepsia (I doubt) was not held sincerely; for that all those which excelled in copy of speech seem to have chosen that sect, as that which was fittest to give glory to their eloquence and variable discourses; being rather like progresses of pleasure than journeys to an end.  But assuredly many scattered in both academies did hold it in subtlety and integrity.  But here was their chief error:  they charged the deceit upon the senses; which in my judgment (notwithstanding all their cavillations) are very sufficient to certify and report truth, though not always immediately, yet by comparison, by help of instrument, and by producing and urging such things as are too subtle for the sense to some effect comprehensible by the sense, and other like assistance.  But they ought to have charged the deceit upon the weakness of the intellectual powers, and upon the manner of collecting and concluding upon the reports of the senses.  This I speak, not to disable the mind of man, but to stir it up to seek help; for no man, be he never so cunning or practised, can make a straight line or perfect circle by steadiness of hand, which may be easily done by help of a ruler or compass.

(5) This part of invention, concerning the invention of sciences, I purpose (if God give me leave) hereafter to propound, having digested it into two parts:  whereof the one I term experientia literata, and the other interpretatio naturae; the former being but a degree and rudiment of the latter.  But I will not dwell too long, nor speak too great upon a promise.

(6) The invention of speech or argument is not properly an invention; for to invent is to discover that we know not, and not to recover or resummon that which we already know; and the use of this invention is no other but, out of the knowledge whereof our mind is already possessed to draw forth or call before us that which may be pertinent to the purpose which we take into our consideration.  So as to speak truly, it is no invention, but a remembrance or suggestion, with an application; which is the cause why the schools do place it after judgment, as subsequent and not precedent.  Nevertheless, because we do account it a chase as well of deer in an enclosed park as in a forest at large, and that it hath already obtained the name, let it be called invention; so as it be perceived and discerned, that the scope and end of this invention is readiness and present use of our knowledge, and not addition or amplification thereof.

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The Advancement of Learning from Project Gutenberg. Public domain.