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Francis Bacon and his secret society - Grand Lodge of Colorado

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CHAPTER VI.<br />

DEFICIENCIES OF LEAENING IN THE TIMES OF ELIZABETH<br />

AND JAMES I.<br />

"Defect is a reptile that basely crawls upon the earth." <strong>Bacon</strong>.<br />

"What a piece <strong>of</strong> work is man ! noble in reason ! how infinite in faculty<br />

! . . . Yet man delights not me. . . What should such fellows as I do,<br />

crawling between heaven <strong>and</strong> earth ? " — Hamlet.<br />

BEFORE trying to follow <strong>Bacon</strong> in <strong>his</strong> inquiries as to the<br />

deficiencies <strong>of</strong> learning, let us reflect upon the herculean<br />

nature <strong>of</strong> the work which he was proposing to himself. He<br />

might satirise <strong>his</strong> own vast speculations; he may even have heen<br />

perfectly well aware that <strong>his</strong> enthusiastic visions could never he<br />

realised, hut a universal reformation was <strong>his</strong> aim, <strong>and</strong> who will<br />

say that he failed to achieve it ?<br />

Those " good old times " in which <strong>Bacon</strong> lived were anything<br />

hut good ; they were coarse, ignorant, violent, " dark <strong>and</strong><br />

dangerous." The church, <strong>Bacon</strong> said, "which should he the<br />

chief h<strong>and</strong> <strong>of</strong> religion, was turned to superstition, or made the<br />

matter <strong>of</strong> quarrelling <strong>and</strong> execrable actions; <strong>of</strong> murdering<br />

princes, butchery <strong>of</strong> people, <strong>and</strong> subversion <strong>of</strong> states <strong>and</strong> governments.<br />

The l<strong>and</strong> full <strong>of</strong> oppression, taxation, privileges broken,<br />

factions desperate, poverty great, knowledge at a st<strong>and</strong>still;<br />

learning barren, discredited by the errors, contentions, conceit,<br />

<strong>and</strong> fantastical pedantry <strong>of</strong> so-called learned men. The literary<br />

spirit <strong>of</strong> the ancients dead. At the universities <strong>and</strong> schools<br />

words were taught, but not matter. He even questions whether<br />

it would not be well to abolish the scholastic system altogether,<br />

<strong>and</strong> to set up a new form <strong>of</strong> teaching. The list <strong>of</strong> sciences<br />

taught, <strong>and</strong> which he finds to be full <strong>of</strong> follies <strong>and</strong> errors, or<br />

totally deficient, forbids any wonder at <strong>his</strong> verdict, that, whereas<br />

present methods were rotten <strong>and</strong> useless to advance learning,<br />

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