Of Studies by Francis Bacon 1625 Essay Analysis

Of Studies by Francis Bacon 1625 Essay Analysis

Of Studies by Francis Bacon explores the multifaceted benefits of learning and reading. Bacon emphasizes that studies serve for delight, ornament, and ability, providing insights into how knowledge can enhance judgment and decision-making. The essay discusses the importance of balancing study with experience, cautioning against excessive reliance on books without practical application. It serves as a guide for scholars and students, highlighting the value of reading, conversation, and writing in developing a well-rounded intellect. This classic work remains relevant for anyone seeking to understand the purpose and impact of education in their lives.

Key Points

  • Analyzes the three primary purposes of studies: delight, ornament, and ability.
  • Discusses the balance between theoretical knowledge and practical experience.
  • Highlights the importance of reading critically and engaging in discourse.
  • Explores how different types of books serve various intellectual needs.
  • Emphasizes the role of studies in shaping character and influencing behavior.
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This document holds two related essays. They can be found in good libraries in collections of essays by
their respective authors. They can also easily be found on the web. My notes on why I find them interesting
are at: http://www.psy.gla.ac.uk/~steve/best/triad3.html
Of Studies
by Francis Bacon (1625) [500 words]
Studies serve for delight, for ornament, and for ability. Their chief use for delight is in privateness and
retiring; for ornament, is in discourse; and for ability, is in the judgment and disposition of business. For
expert men can execute, and perhaps judge of particulars, one by one; but the general counsels, and the plots
and marshalling of affairs, come best from those that are learned. To spend too much time in studies is sloth;
to use them too much for ornament, is affectation; to make judgment wholly by their rules, is the humor of a
scholar. They perfect nature, and are perfected by experience: for natural abilities are like natural plants, that
need pruning, by study; and studies themselves do give forth directions too much at large, except they be
bounded in by experience. Crafty men condemn studies, simple men admire them, and wise men use them;
for they teach not their own use; but that is a wisdom without them, and above them, won by observation.
Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to
weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and
digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few
to be read wholly, and with diligence and attention. Some books also may be read by deputy, and extracts
made of them by others; but that would be only in the less important arguments, and the meaner sort of
books, else distilled books are like common distilled waters, flashy things. Reading maketh a full man;
conference a ready man; and writing an exact man. And therefore, if a man write little, he had need have a
great memory; if he confer little, he had need have a present wit: and if he read little, he had need have much
cunning, to seem to know that he doth not. Histories make men wise; poets witty; the mathematics subtle;
natural philosophy deep; moral grave; logic and rhetoric able to contend. Abeunt studia in mores [Studies
pass into and influence manners]. Nay, there is no stond or impediment in the wit but may be wrought out by
fit studies; like as diseases of the body may have appropriate exercises. Bowling is good for the stone and
reins; shooting for the lungs and breast; gentle walking for the stomach; riding for the head; and the like. So
if a man’s wit be wandering, let him study the mathematics; for in demonstrations, if his wit be called away
never so little, he must begin again. If his wit be not apt to distinguish or find differences, let him study the
Schoolmen; for they are cymini sectores [splitters of hairs]. If he be not apt to beat over matters, and to call
up one thing to prove and illustrate another, let him study the lawyers’ cases. So every defect of the mind
may have a special receipt.
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On Studies
by Samuel Johnson (1753) [1700 words]
first appeared, untitled, in number 85 of The Adventurer, August 28, 1753.
It is observed by Bacon, that "reading makes a full man, conversation a ready man, and writing an exact
man."
As Bacon attained to degrees of knowledge scarcely ever attained by any other man, the directions which he
gives for study have certainly a just claim to our regard; for who can teach an art with so great authority, as
he that has practised it with undisputed success?
Under the protection of so great a name, I shall, therefore, venture to inculcate to my ingenious
contemporaries, the necessity of reading, the fitness of consulting other understandings than their own, and
of considering the sentiments and opinions of those who, however neglected in the present age, had in their
own times, and many of them a long time afterwards, such reputation for knowledge and acuteness as will
scarcely ever be attained by those that despise them.
An opinion has of late been, I know not how, propagated among us, that libraries are filled only with useless
lumber; that men of parts stand in need of no assistance; and that to spend life in poring upon books is only
to imbibe prejudices, to obstruct and embarrass the powers of nature, to cultivate memory at the expense of
judgment, and to bury reason under a chaos of indigested learning.
Such is the talk of many who think themselves wise, and of some who are thought wise by others; of whom
part probably believe their own tenets, and part may be justly suspected of endeavouring to shelter their
ignorance in multitudes, and of wishing to destroy that reputation which they have no hopes to share. It will,
I believe, be found invariably true, that learning was never decried by any learned man; and what credit can
be given to those, who venture to condemn that which they do not know?
If reason has the power ascribed to it by its advocates, if so much is to be discovered by attention and
meditation, it is hard to believe, that so many millions, equally participating of the bounties of nature with
ourselves, have been for ages upon ages meditating in vain: if the wits of the present time expect the regard
of posterity, which will then inherit the reason which is now thought superior to instruction, surely they may
allow themselves to be instructed by the reason of former generations. When, therefore, an author declares
that he has been able to learn nothing from the writings of his predecessors, and such a declaration has been
lately made, nothing but a degree of arrogance unpardonable in the greatest human understanding, can
hinder him from perceiving that he is raising prejudices against his performance; for with what hopes of
success can he attempt that in which greater abilities have hitherto miscarried? Or with what peculiar force
does he suppose himself invigorated, that difficulties hitherto invincible should give way before him.
Of those whom Providence has qualified to make any additions to human knowledge, the number is
extremely small; and what can be added by each single mind even of this superior class, is very little: the
greatest part of mankind must owe all their knowledge, and all must owe far the larger part of it, to the
information of others. To understand the works of celebrated authors, to comprehend their systems, and
retain their reasonings is a task more than equal to common intellects; and he is by no means to be accounted
useless or idle who has stored his mind with acquired knowledge, and can detail it occasionally to others
who have less leisure or weaker abilities.
Persius has justly observed that knowledge is nothing to him who is not known by others to possess it: to the
scholar himself it is nothing with respect either to honour or advantage, for the world cannot reward those
qualities which are concealed from it; with respect to others it is nothing, because it affords no help to
ignorance or error.
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It is with justice, therefore, that in an accomplished character, Horace unites just sentiments with the power
of expressing them; and he that has once accumulated learning is next to consider how he shall most widely
diffuse and most agreeably impart it.
A ready man is made by conversation. He that buries himself among his manuscripts besprent, as Pope
expresses it, with learned dust, and wears out his days and nights in perpetual research and solitary
meditation, is too apt to lose in his elocution what he
adds to his wisdom, and when he comes into the world, to appear overloaded with his own notions, like a
man armed with weapons which he cannot wield. He has no facility of inculcating his speculations, of
adapting himself to the various degrees of intellect which the accidents of conversation will present; but will
talk to most unintelligibly, and to all unpleasantly.
I was once present at the lectures of a profound philosopher, a man really skilled in the science which he
professed, who having occasion to explain the terms opacum and pellucidum, told us, after some hesitation,
that opacum was, as one might say opaque, and that pellucidum signified pellucid. Such was the dexterity
with which this learned reader facilitated to his auditors the intricacies of science; and so true is it that a man
may know what he cannot teach.
Boerhaave complains that the writers who have treated of chemistry before him are useless to the greater
part of students; because they presuppose their readers to have such degrees of skill as are not often to be
found. Into the same error are all men apt to fall who have familiarized any subject to themselves in solitude:
they discourse as if they thought every other man had been employed in the same inquiries; and expect that
short hints and obscure allusions will produce in others the same train of ideas which they excite in
themselves.
Nor is this the only inconvenience which the man of study suffers from a recluse life. When he meets with
an opinion that pleases him, he catches it up with eagerness; looks only after such arguments as tend to his
confirmation; or spares himself the trouble of discussion, and adopts it with very little proof; indulges it long
without suspicion, and in time unites it to the general body of his knowledge, and treasures it up among
incontestible truths: but when he comes into the world among men who, arguing upon dissimilar principles,
have been led to different conclusions, and being placed in various situations view the same object on many
sides, he finds his darling position attacked, and himself in no condition to defend it: having thought always
in one train, he is in the state of a man who having fenced with the same master, is perplexed and amazed by
a new posture of his antagonist; he is entangled in unexpected difficulties, he is harassed by sudden
objections, he is unprovided with solutions or replies; his surprise impedes his natural powers of reasoning,
his thoughts are scattered and confounded, and he gratifies the pride of airy petulance with an easy victory.
It is difficult to imagine with what obstinacy truths which one mind perceives almost by intuition will be
rejected by another; and how many artifices must be practised to procure admission for the most evident
propositions into understandings frighted by their novelty, or hardened against them by accidental prejudice;
it can scarcely be conceived how frequently in these extemporaneous controversies the dull will be subtle,
and the acute absurd; how often stupidity will elude the force of argument, by involving itself in its own
gloom; and mistaken ingenuity will weave artful fallacies, which reason can scarcely find means to
disentangle.
In these encounters the learning of the recluse usually fails him: nothing but long habit and frequent
experiments can confer the power of changing a position into various forms, presenting it in different points
of view, connecting it with known and granted truths, fortifying it with intelligible arguments, and
illustrating it by apt similitudes; and he, therefore, that has collected his knowledge in solitude, must learn its
application by mixing with mankind.
But while the various opportunities of conversation invite us to try every mode of argument, and every art of
recommending our sentiments, we are frequently betrayed to the use of such as are not in themselves strictly
defensible: a man heated in talk, and eager of victory, takes advantage of the mistakes or ignorance of his
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FAQs of Of Studies by Francis Bacon 1625 Essay Analysis

What are the main themes of Francis Bacon's Of Studies?
The main themes of Francis Bacon's Of Studies include the purpose of education, the balance between theory and practice, and the importance of critical thinking. Bacon argues that studies serve three primary purposes: delight, ornament, and ability. He emphasizes that while knowledge is essential, it must be complemented by experience to be truly effective. Additionally, the essay discusses the different ways in which reading can enrich a person's life, shaping their character and influencing their actions.
How does Bacon suggest one should approach reading?
Bacon advises that reading should not be approached passively; instead, it should be done with discernment and purpose. He categorizes books into those that should be tasted, those that should be swallowed, and those that should be chewed and digested. This metaphor highlights the varying levels of engagement required with different texts. Bacon encourages readers to weigh and consider the content critically, rather than accepting it at face value, to develop a more profound understanding.
What does Bacon mean by 'Abeunt studia in mores'?
The phrase 'Abeunt studia in mores' translates to 'Studies pass into and influence manners.' Bacon uses this concept to illustrate how education and learning shape an individual's character and behavior. He argues that the knowledge gained through studies not only informs one's intellect but also molds one's moral compass and social interactions. This idea underscores the transformative power of education in personal development.
What practical advice does Bacon offer regarding studies?
Bacon offers practical advice on how to effectively engage with studies. He suggests that individuals should tailor their reading and learning to their specific intellectual needs and weaknesses. For instance, he recommends studying mathematics to improve focus and logical reasoning, while those struggling with distinctions should delve into the works of the Schoolmen. This personalized approach to education emphasizes the importance of addressing one's unique challenges through targeted learning.
How does Bacon view the relationship between study and experience?
Bacon views the relationship between study and experience as complementary rather than mutually exclusive. He argues that while studies provide essential knowledge, they must be grounded in real-world experiences to be truly beneficial. Bacon warns against excessive reliance on theoretical knowledge without practical application, suggesting that experience serves as a necessary counterbalance to the abstract nature of studies. This perspective highlights the importance of applying learned concepts in everyday situations.

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