The purpose of this work is to analyze Sixteen Century Francis Bacon’s essay “Of Studies” by summarizing its main points and the relevance of its statements to this day. Francis Bacon was an English Philosopher and writer best known as a founder of the modern empirical tradition based on the rational analysis of data obtained by observation and experimentation of the physical world.
The main focus of Bacon’s essay rests on explaining to the reader the importance of study knowledge in terms of its practical application towards the individual and its society.
His first analysis is an exposition on the purposes or uses that different individuals can have by approaching Study –“…for delight, ornament, and for ability”- And how certain professions are better served by individuals with study knowledge. As he mentions the virtues of Study he also points out its vices: –“To spend too much time in study is sloth…” Also, how Study influences our understanding of Nature, and in opposition, how our experience of Nature bounds our acquired knowledge. After that, the Author presents the concept of how different individuals with different mental abilities and interests in life, approach the idea of studying
–“Crafty men contemn studies…”- and offers advice on how study should be applied: –“…but to weight and consider”- Then Bacon goes into expressing his ideas in how the means to acquire study knowledge, books, can be categorized and read according to their content and value to the individual. The benefits of studying are Bacon’s final approach. Benefits in terms of defining a “Man” by its ability to read, write or confer, and in terms of being the medicine for any “impediment in the wit” and by giving “receipts” to “every defect of the mind”.
Certainly, some of Francis Bacon’s insights in this subject are of value after 400 years of societal evolution. We can ascertain this when we read the phrase “They perfect Nature, and are perfected by experience…” Nevertheless some of the concepts expressed in his Essay have to be understood through the glass of time. By this I mean Society values and concepts were different altogethers to what we know today. By that time Society was strongly influenced by the idea of literacy and illiteracy (relatively few were educated and could read and write). Only educated people had access to knowledge and by that, to social status and opportunity. Nowadays would be difficult to accept ideas which relate skills or professions towards an attitude to approach studying. Today, a skilled machinist or carpenter can certainly be a studied person. Nowadays most people in our Society have the possibility to read and by that, to obtain knowledge independently of what our personal choices are in terms of profession. Also we must consider how today we value the specialization of knowledge which in the past, characterized by a more generic and limited access to knowledge, wasn’t a major factor into the conceptualization and understanding of study knowledge as to the extent we see it today.
Finally, it is doubtful that the benefits of studying can be approached as a recipe for any “intellectual illness”. We now know that the real illnesses are related to mental conditions and not necessarily to our mental skills, abilities or lack of them and by that I mean that Bacon’s solutions to those conditions are substantially naïve under the actual understanding of Human Psychology.
Concepts and ideas evolve at the same time as the Human condition changes in all social, scientific, political and economic aspects. By looking through the glass of time and comparing the past to the present we come to the realization of the universality and endurance of some concepts and the fragility and impermanence of some others.
Of Studies
by 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 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 re
1
BACON’S CONTRIBUTION TO THEDEVELOPMENT OF ENGLISH PROSE:
English prose owes a good deal to Bacon’s way of writing. A critic rightly points out thatHooker and Bacon did great things for the development of English prose. When alliteration,antithesis, similes from “unnatural natural history” were common, these two men showedthat English was as capable as the classics of serving the highest purpose of language. Theyshowed that it was possible in English also to express the subtitles of thought in clear,straightforward, and uninvolved sentences and, when necessary, to condense the greatestamount of meaning into the fewest possible words.Bacon shows himself in his essays as a perfect rhetorician. He used a style, whichthough not quite flexible and modern, was unmatchable for pith and pregnancy in theconveyance of his special kind of thought. When the bulk of English prose was full of loosesentences of enormous length, he supplied at once a short, crisp and firmly knit sentence of atype unfamiliar in English. He rejected the conceit and overcrowded imagery of affectedliterary style, but he knew how to light up his thought with well placed figures, and give to itan imaginative glow and charm upon occasion, contrasting strongly with the unfigurativestyle of Ben Jonson who represents in his prose the extreme revulsion from affectation. Forthe students of expression, Bacon’s essays are of endless interest and profit: The more onereads them, the more remarkable seem their compactness and their nervous vitality. Theyshock sluggish attention into wakefulness as if by an electric contact, and though they maysometimes fail to nourish, they can never fail to stimulate.According to Hugh walker, Bacon took one of the longest steps ever taken in theevolution of English prose style. English prose was already rich and impressive. Hooker stillranks as one of our great stylists. So does Raleigh. Nevertheless, while these writers havemajesty and strength, they were not the masters of style suited to all the purposes whichprose must help to fulfill. It was admirable for great themes. The sentences wereinconveniently long, and even in the hands of the most skilful writers were frequentlyinvolved and obscure. Parentheses were common. The same is true of Bacon himself in hislarger and more sustained works. However, in the essays he did set the example, he didfurnish the model. By the plan and conception, almost of necessity, the sentences had to beshort. With shortness came lucidity. The essays of Bacon are to be read slowly andthoughtfully, not for the style is obscure, but because they are extremely condensed. Thegrammatical structure is sometimes loose, but it is rarely ambiguous. With shortness cameflexibility. The new style of Bacon fitted itself as easily to buildings and gardens, as to truthand death. In short, we are indebted to Bacon for making good what was the chief defect of English literature.Conciseness of expression and compactness are the most striking qualities of Bacon’sstyle in the essays. Bacon had a marvelous power of compressing into a few words an idea,which ordinary writers would express in several sentences. Many of his sentences are likeproverbs that are quotable when the occasion demands.His aphoristic style makes Bacon an essayist of high distinction. Aphorism gives to hisessays singular force and weight. Bacon achieves this conciseness of style often by avoidingsuperfluous words and by omitting the ordinary joints and sinews of speech
B.B.S (HONS) PART-2; EXAMINATION
ENGLISH (COMPULSORY)
Marks Distribution:
# Passage……………………………………..20
# Writing……………………………………..40
# Grammar…………………………………..25
# Vocabulary …………………………………..10/5
# Translation …………………………………..5/10
##Total……………………………………………….Marks: 100
# Passage 😦 Short question, Word-meaning& making sentence, Key-word of 1st&last sentence& how does it help to understand the passage, writing main idea of the passage, summary of the passage)……………………………………………..20
# Writing:
1 Writing correct sentence (05/06/07/08 )/Completing sentence………………5
2 Poster (05/06/07/08 ), or Notice (05/06/08 ), or Memo (05, or Slogan, or Advertisement (06……………………………………………………………………4
3 Paragraph (05/06/0708 ), or Report/press report (05/06/07/08 )………….8
4 Job application with Resume/CV (05/06 ), or Personal letter(05/06/07/08 ), or Application ( 05/06/07/08 )..…………………………………………………..8
5 Essay: ( 2-3)………………………………………………………………………..15
# Grammar:
1 Re-arrangement/ words order of sentence……………………………………….5
2 Wh- question/ framing question ………………………………………………….5
3 Punctuation …………… …………………………………………………………..5
4 Articles (05/06/08 )
5 Right form of verb/subject verb-agreement (05/06/08 )
6 Transformations
7 Idiom & phrase
8 Sentence analyses (07 )
# Vocabulary:
1 Word-Changing
2 Synonyms (07)/ Antonyms (05/06/08 )
#Translation:………………………………………………………….…….5/10
** Tense, Verbs, prepositions, Gerund, Participles, Infinitives, Conditionals, Phrases, Clauses, Verb-phrases, prepositional-phrases, Infinitive-phrases, Participle- phrases, (S-V / N-P ) agreement.
Md.Mostafizur Rahman, Eng. 2005-2006, IU # E-mail: mostafiz.eng.iu@gmail.com # 01710451296
ISLAMIC UNIVERSITY, BANGLADESH
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The purpose of this work is to analyze Sixteen Century Francis Bacon’s essay “Of Studies” by summarizing its main points and the relevance of its statements to this day. Francis Bacon was an English Philosopher and writer best known as a founder of the modern empirical tradition based on the rational analysis of data obtained by observation and experimentation of the physical world.
The main focus of Bacon’s essay rests on explaining to the reader the importance of study knowledge in terms of its practical application towards the individual and its society.
His first analysis is an exposition on the purposes or uses that different individuals can have by approaching Study –“…for delight, ornament, and for ability”- And how certain professions are better served by individuals with study knowledge. As he mentions the virtues of Study he also points out its vices: –“To spend too much time in study is sloth…” Also, how Study influences our understanding of Nature, and in opposition, how our experience of Nature bounds our acquired knowledge. After that, the Author presents the concept of how different individuals with different mental abilities and interests in life, approach the idea of studying
–“Crafty men contemn studies…”- and offers advice on how study should be applied: –“…but to weight and consider”- Then Bacon goes into expressing his ideas in how the means to acquire study knowledge, books, can be categorized and read according to their content and value to the individual. The benefits of studying are Bacon’s final approach. Benefits in terms of defining a “Man” by its ability to read, write or confer, and in terms of being the medicine for any “impediment in the wit” and by giving “receipts” to “every defect of the mind”.
Certainly, some of Francis Bacon’s insights in this subject are of value after 400 years of societal evolution. We can ascertain this when we read the phrase “They perfect Nature, and are perfected by experience…” Nevertheless some of the concepts expressed in his Essay have to be understood through the glass of time. By this I mean Society values and concepts were different altogethers to what we know today. By that time Society was strongly influenced by the idea of literacy and illiteracy (relatively few were educated and could read and write). Only educated people had access to knowledge and by that, to social status and opportunity. Nowadays would be difficult to accept ideas which relate skills or professions towards an attitude to approach studying. Today, a skilled machinist or carpenter can certainly be a studied person. Nowadays most people in our Society have the possibility to read and by that, to obtain knowledge independently of what our personal choices are in terms of profession. Also we must consider how today we value the specialization of knowledge which in the past, characterized by a more generic and limited access to knowledge, wasn’t a major factor into the conceptualization and understanding of study knowledge as to the extent we see it today.
Finally, it is doubtful that the benefits of studying can be approached as a recipe for any “intellectual illness”. We now know that the real illnesses are related to mental conditions and not necessarily to our mental skills, abilities or lack of them and by that I mean that Bacon’s solutions to those conditions are substantially naïve under the actual understanding of Human Psychology.
Concepts and ideas evolve at the same time as the Human condition changes in all social, scientific, political and economic aspects. By looking through the glass of time and comparing the past to the present we come to the realization of the universality and endurance of some concepts and the fragility and impermanence of some others.
Of Studies
by 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 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 re
1
BACON’S CONTRIBUTION TO THEDEVELOPMENT OF ENGLISH PROSE:
English prose owes a good deal to Bacon’s way of writing. A critic rightly points out thatHooker and Bacon did great things for the development of English prose. When alliteration,antithesis, similes from “unnatural natural history” were common, these two men showedthat English was as capable as the classics of serving the highest purpose of language. Theyshowed that it was possible in English also to express the subtitles of thought in clear,straightforward, and uninvolved sentences and, when necessary, to condense the greatestamount of meaning into the fewest possible words.Bacon shows himself in his essays as a perfect rhetorician. He used a style, whichthough not quite flexible and modern, was unmatchable for pith and pregnancy in theconveyance of his special kind of thought. When the bulk of English prose was full of loosesentences of enormous length, he supplied at once a short, crisp and firmly knit sentence of atype unfamiliar in English. He rejected the conceit and overcrowded imagery of affectedliterary style, but he knew how to light up his thought with well placed figures, and give to itan imaginative glow and charm upon occasion, contrasting strongly with the unfigurativestyle of Ben Jonson who represents in his prose the extreme revulsion from affectation. Forthe students of expression, Bacon’s essays are of endless interest and profit: The more onereads them, the more remarkable seem their compactness and their nervous vitality. Theyshock sluggish attention into wakefulness as if by an electric contact, and though they maysometimes fail to nourish, they can never fail to stimulate.According to Hugh walker, Bacon took one of the longest steps ever taken in theevolution of English prose style. English prose was already rich and impressive. Hooker stillranks as one of our great stylists. So does Raleigh. Nevertheless, while these writers havemajesty and strength, they were not the masters of style suited to all the purposes whichprose must help to fulfill. It was admirable for great themes. The sentences wereinconveniently long, and even in the hands of the most skilful writers were frequentlyinvolved and obscure. Parentheses were common. The same is true of Bacon himself in hislarger and more sustained works. However, in the essays he did set the example, he didfurnish the model. By the plan and conception, almost of necessity, the sentences had to beshort. With shortness came lucidity. The essays of Bacon are to be read slowly andthoughtfully, not for the style is obscure, but because they are extremely condensed. Thegrammatical structure is sometimes loose, but it is rarely ambiguous. With shortness cameflexibility. The new style of Bacon fitted itself as easily to buildings and gardens, as to truthand death. In short, we are indebted to Bacon for making good what was the chief defect of English literature.Conciseness of expression and compactness are the most striking qualities of Bacon’sstyle in the essays. Bacon had a marvelous power of compressing into a few words an idea,which ordinary writers would express in several sentences. Many of his sentences are likeproverbs that are quotable when the occasion demands.His aphoristic style makes Bacon an essayist of high distinction. Aphorism gives to hisessays singular force and weight. Bacon achieves this conciseness of style often by avoidingsuperfluous words and by omitting the ordinary joints and sinews of speech
B.B.S (HONS) PART-2; EXAMINATION
ENGLISH (COMPULSORY)
Marks Distribution:
# Passage……………………………………..20
# Writing……………………………………..40
# Grammar…………………………………..25
# Vocabulary …………………………………..10/5
# Translation …………………………………..5/10
##Total……………………………………………….Marks: 100
# Passage 😦 Short question, Word-meaning& making sentence, Key-word of 1st&last sentence& how does it help to understand the passage, writing main idea of the passage, summary of the passage)……………………………………………..20
# Writing:
1 Writing correct sentence (05/06/07/08 )/Completing sentence………………5
2 Poster (05/06/07/08 ), or Notice (05/06/08 ), or Memo (05, or Slogan, or Advertisement (06……………………………………………………………………4
3 Paragraph (05/06/0708 ), or Report/press report (05/06/07/08 )………….8
4 Job application with Resume/CV (05/06 ), or Personal letter(05/06/07/08 ), or Application ( 05/06/07/08 )..…………………………………………………..8
5 Essay: ( 2-3)………………………………………………………………………..15
# Grammar:
1 Re-arrangement/ words order of sentence……………………………………….5
2 Wh- question/ framing question ………………………………………………….5
3 Punctuation …………… …………………………………………………………..5
4 Articles (05/06/08 )
5 Right form of verb/subject verb-agreement (05/06/08 )
6 Transformations
7 Idiom & phrase
8 Sentence analyses (07 )
# Vocabulary:
1 Word-Changing
2 Synonyms (07)/ Antonyms (05/06/08 )
#Translation:………………………………………………………….…….5/10
** Tense, Verbs, prepositions, Gerund, Participles, Infinitives, Conditionals, Phrases, Clauses, Verb-phrases, prepositional-phrases, Infinitive-phrases, Participle- phrases, (S-V / N-P ) agreement.
Md.Mostafizur Rahman, Eng. 2005-2006, IU # E-mail: mostafiz.eng.iu@gmail.com # 01710451296
ISLAMIC UNIVERSITY, BANGLADESH
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DATE AND DAY |
THE UNITS |
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BEFORE NOON |
AFTERNOON |
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|
First Shift |
Second Shift |
Third Shift |
Fourth Shift |
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23-02-2013 |
… |
A-UNIT |
H-Unit |
H-Unit |
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24-02-2013 |
B-Unit |
B-Unit |
B-Unit |
B-Unit |
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25-02-2013 |
C-Unit |
C-Unit |
C-Unit |
F-Unit |
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26-02-2013 |
D-Unit |
D-Unit |
E-Unit |
E-Unit |
|
27-02-2013 |
G-Unit |
G-Unit |
G-Unit |
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