LESSON 92

STUDIES

论学问

Sir Francis Bacon, 1561-1626. This eminent man was the youngest son of Sir Nicholas Bacon, lord keeper of the seal in the early part of Elizabeth’s reign, and Anne Bacon, one of the most learned women of the time, daughter of Sir Anthony Cooke. He was born in London, and educated at Cambridge. He was a laborious and successful student, but even in his boyhood conceived a great distrust of the methods of study pursued at the seats of learning,—methods which he exerted his great powers to correct in his maturer years. Much of his life was spent in the practice of law, in the discharge of the duties of high office, and as a member of Parliament; but, to the end of life, he busied himself with philosophical pursuits, and he will be known to posterity chiefly for his deep and clear writings on these subjects. His constant direction in philosophy is to break away from assumption and tradition, and to be led only by sound induction based on a knowledge of observed phenomena. His “Novum Organum” and “Advancement of Learning” embody his ideas on philosophy and the true methods of seeking knowledge.

Bacon rose to no very great distinction during the reign of Elizabeth; but, under James I, he was promoted to positions of great honor and influence. In 1618 he was made Baron of Verulam; and, three years later, he was made Viscount of St. Albans. During much of his life, Bacon was in pecuniary straits, which was doubtless one reason of his downfall; for, in 1621, he was accused of taking bribes, a charge to which he pleaded guilty. His disgrace followed, and he passed the last years of his life in retirement. Among the distinguished names in English literature, none stands higher in his department than that of Francis Bacon.

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 the particulars, one by one; but the general counsels, and the plots and marshaling 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 contemn 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 philosophy, grave; logic and rhetoric, able to contend.

【中文阅读】

学问的用途体现在娱乐、装点门面和增长能力上。在娱乐上学问的主要用处是处静而心安；在装点门面上学问的用处在于辞令；在增长能力上学问的用处则体现在对事务的判断和驾驭上。因为能干的人令行即动，也许对特别的事情要一件一件地进行判断；但是，概括性的议论以及对事物的谋划与安排，皆系有才学的人所为。

在学问上花过多时间系偷懒的表现，把学问过多用于装点门面是虚假，完全依学问上的规则而断事是书生的诙谐之举。学问历练天性，而其本身又受经验的历练；因为人的自然能力恰似自然状态下手的花草植物，需要学问的修剪；而学问本身，除非受经验的限制，不然的话指引的纲挈未免失于笼统。狡猾的人蔑视学问，头脑简单的人则羡慕学问，聪明的人懂得如何运用。这是因为，学问不会教人们如何运用，这是学问以外而高于学问的一种智慧，系由观察获得。

读书不是为了反驳和驳倒对方，也不是为了盲信与想当然，也不要为了谈资与切议而着眼于权衡轻重和勘察事物。有些书可以浅尝辄止，有些书则要生吞活剥，需要认真咀嚼消化的则很少。也就是说，有些书只要读一部分就可以窥一斑豹，有些书读来不必过于细心；为数不多的几本书不但要全读，而且还要勤读，投入全部身心。有些书也可以请人代读，并且由其他人摘选纲要；但是，这只适合于不那么重要的议论，以及无甚价值的书籍；否则，提炼过的书如同蒸馏水，恬淡无味。

阅读使人充实，交谈令人才思敏捷，写作则可以使人准确地阐述自己的思想。因此，倘若一个人懒于动笔，那么他就必须有惊人的记忆力；假若他很少与人交流，就必须有现成的机智；如果很少读书，那么他就必须极尽狡猾，让别人看不出他所知甚少。读史使人明鉴，诗歌教人言辞曼妙；数学令人精细；博物使人深邃，伦理学使人静肃；逻辑与修辞使人在论辩中立于不败之地。