Unit 5 by Francis Bacon.

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1 Unit 5 by Francis Bacon

2 Author New words Essay reading Appreciation Exercise

3 Author Francis Bacon ( )

4 Francis Bacon, 1st Viscount St Albans,[1] KC (22 January 1561 – 9 April 1626) was an English philosopher, statesman, scientist, lawyer, jurist, author and pioneer of the scientific method. He served both as Attorney General and Lord Chancellor of England. Although his political career ended in disgrace, he remained extremely influential through his works, especially as philosophical advocate and practitioner of the scientific method during the scientific revolution. Bacon has been called the father of empiricism.[2] His works established and popularised inductive methodologies for scientific inquiry, often called the Baconian method, or simply the scientific method. His demand for a planned procedure of investigating all things natural marked a new turn in the rhetorical and theoretical framework for science, much of which still surrounds conceptions of proper methodology today. His dedication probably led to his death, bringing him into a rare historical group of scientists who were killed by their own experiments. Bacon was knighted in 1603, and created both the Baron Verulam in 1618, and the Viscount St Alban in 1621; as he died without heirs both peerages became extinct upon his death. He famously died of pneumonia contracted while studying the effects of freezing on the preservation of meat.

5 Position in the history of literature
Despite the fanatical claims (and very un-Baconian credulity) of a few admirers, it is a virtual certainty that Bacon did not write the works traditionally attributed to William Shakespeare. Even so, the Lord Chancellor’s high place in the history of English literature as well as his influential role in the development of English prose style remain well-established and secure. Indeed even if Bacon had produced nothing else but his masterful Essayes (first published in 1597 and then revised and expanded in 1612 and 1625), he would still rate among the top echelon of 17th-century English authors. And so when we take into account his other writings, e.g., his histories, letters, and especially his major philosophical and scientific works, we must surely place him in the first rank of English literature’s great men of letters and among its finest masters (alongside names like Johnson, Mill, Carlyle, and Ruskin) of non-fiction prose.

6 Bacon’s Style Bacon’s style, though elegant, is by no means as simple as it seems or as it is often described. In fact it is actually a fairly complex affair that achieves its air of ease and clarity more through its balanced cadences, natural metaphors, and carefully arranged symmetries than through the use of plain words, commonplace ideas, and straightforward syntax. (In this connection it is noteworthy that in the revised versions of the essays Bacon seems to have deliberately disrupted many of his earlier balanced effects to produce a style that is actually more jagged and, in effect, more challenging to the casual reader.)

7 discourse ( n.) 议论 disposition ( n.) 处理 counsel ( n.) 深思熟虑
New words discourse ( n.) 议论 disposition ( n.) 处理 counsel ( n.) 深思熟虑 marshal (v.)安排 sloth ( n.) 懒散 affectation ( n.) 矫饰行为

8 Essay reading 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 judgement wholly by their rules, is the humour of a scholar.

9 Of Studies They perfect nature, and are perfected by experience: for natural abilities are like natural plants, that need proyning (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.　

10 Of Studies 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 subtile; natural philosophy deep; moral grave; logic and rhetoric able to contend.　Abeunt studia in morse. (Studeis go to make up a man’s character. '?-be-"unt-'stü-dE-"?-"in-'mO-"rAs)

11 Of Studies Nay there is no stand 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. (Hair-splitters sim-mini sek-torr-es)　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.-

12 Studies serve for delight, for ornament, and for ability.
Appreciation Studies serve for delight, for ornament, and for ability.       1． Studies serve for delight, for ornament, and for ability. 何新译文：读书可以作为消遗，可以作为装饰，也可以增长才干。 东旭译文：读书是为了娱乐、装饰和增长才能。 水天同译文：读书为学底用途是娱乐、装饰和增长才识。 王楫译文：读书可以怡情养性，可以摭拾文采，可以增长才干。 王佐良译文：读书足以怡情，足以傅彩，足以长才。 陈才宇译文：读书可以作为娱乐，作为装饰，作为能力的培养。 姚宗立译文：学习以获乐趣，以装饰门面，以求才能。 廖运范译文：读书能给人乐趣、文雅和能力。 曹明伦译文：读书之用有三：一为怡神旷心，二为增趣添雅，三为长才益智。 陈毅平译文：读书可以娱乐，可以装饰，可以增长才干。

13 Their chief use for delight, is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgement and disposition of business 水天同译文：在娱乐上学问底主要的用处是幽居养静；在装饰上学问底用处是辞令；在长才上学问底用处是对于事务的判断和处理。 王佐良译文：其怡情也，最见于独处幽居之时；其傅彩也，最见于高谈阔论之中；其长才也，最见于处世判事之际。 廖运范译文：人们独居或退隐的时候，最能体会到读书的乐趣；谈话的时候，最能表现出读书的文雅；判断和处理事物的时候，最能发挥由读书而获得的能力。 曹明伦译文：怡神旷心最见于蛰伏幽居，增趣添雅最见于高谈雄辩，而长才益智则最见于处事辨理。

14 何新译文：懂得事务因果的人是幸运的。有实际经验的人虽能够处理个别性的事务，但若要综观整体，运筹全局，却唯有学识方能办到。
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. 何新译文：懂得事务因果的人是幸运的。有实际经验的人虽能够处理个别性的事务，但若要综观整体，运筹全局，却唯有学识方能办到。 水天同译文：因为富于经验的人善于实行，也许能够对个别的事情一件一件地加以判断；但是最好的有关大体的议论和对事务的计划与布置，乃是从有学问的人来的。 王佐良译文：练达之士虽能分别处理细事或一一判别枝节，然纵观统筹、全局策划，则舍好学深思者莫属。 廖运范译文：那些有实际经验而没有学识的人，也许能够一一实行或判断某些事物的细微末节，但对于事业的一般指导、筹划与处理，还是真正有学问的人才能胜任。 曹明伦译文：虽说有经验者能就一事一理进行处置或分辨，但若要通观全局并运筹帷幄，则还是博览群书者最能胜任。

15 4．To spend too much time in studies is sloth; to use them too much for ornament, is affection; to make judgement wholly by their rules, is the humour of a scholar 何新译文：读书太慢会驰惰，为装潢而读书是欺人，只按照书本办事是呆子。 水天同译文：在学问上费时过多是偷懒；把学问过于用作装饰是虚假；完全依学问上的规则而断事是书生底怪癖。 王佐良译文：读书费时过多易惰，文采藻饰太盛则矫，全凭条文断事乃学究故态。 廖运范译文：耗费过多的时间去读便是迟滞，过分用学问自炫便是娇揉造作，而全凭学理判断一切，则是书呆子的癖好。 曹明伦译文：读书费时太多者皆因懒散，寻章摘句过甚者显矫揉造作，全凭书中教条断事者则乃学究书痴。

16 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 experience. 何新译文：求知可以改进人性，而经验又可以改进知识本身。人的天性犹如野生的花草，求知学习好比修剪移裁。学问虽能指引方向，但往往流于浅泛，必须依靠经验才能扎下根基。 水天同译文：学问锻炼天性，而其本身又受经验底锻炼，盖人底天赋有如野生的花草，他们需要学问底修剪；而学问底本身，若不受经验底限制则其所指示的未免过于笼统。 王佐良译文：读书补天然之不足，经验又补读书之不足，盖天生才干犹如自然花草，读书然后知如何修剪移接；而书中所示，如不以经验范之，则又大而无当。 廖运范译文：学问能美化人性，经验又能充实学问。天生的植物需要人工修剪，人类的本性也需要学问诱导，而学问本身又必须以经验来规范，否则便太迂阔了。 曹明伦译文：天资之改善须靠读书，而学识之完美须靠实践；因天生资质犹如自然花木，需要用学识对其加以修剪，而书中所示则往往漫无边际，必须用经验和阅历界定其经纬。

17 Crafty men contempt 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. 何新译文：狡诈者轻鄙学问，愚鲁者羡慕学问，聪明者则运用学问。知识本身并没有告诉人怎样运用它，运用的智慧在于书本之外。这是技艺，不体验就学不到。读书的目的是为了认识事物原理。 水天同译文：多诈的人渺视学问，愚鲁的人羡慕学问，聪明的人运用学问；因为学问底本身并不教人如何用它们；这种运用之道乃是学问以外，学问以上的一种智能，是由观察体会才能得到的。 王佐良译文：有一技之长者鄙读书，无知者慕读书，唯明智之士用读书，然书并不以用处告人，用书之智不在书中，而在书外，全凭观察得之。 廖运范译文：技巧的人轻视学问，浅薄的人惊服学问，聪明的人却能利用学问。因为学问本身并不曾把它的用途教给人，至于如何去应用它，那是在学问之外、超越学问之上、由观察而获得的一种聪明呢！ 曹明伦译文：讲究实际者鄙薄读书，头脑简单者仰慕读书，唯英明睿智者运用读书，这并非由于书不示人其用法，而是因为乃一种在书之外并高于书本的智慧，只有靠观察方可得之。

18 何新译文：为挑剔辩驳去读书是无聊的。但也不可过于迷信书本。求知的目的不是为了吹嘘炫耀，而应该是为了寻找真理，启迪智慧。
Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. 何新译文：为挑剔辩驳去读书是无聊的。但也不可过于迷信书本。求知的目的不是为了吹嘘炫耀，而应该是为了寻找真理，启迪智慧。 水天同译文：不要为了辩驳而读书，也不要为了信仰与盲从；也不要为了言谈与议论；要以能权衡轻重、审察事理为目的。 王佐良译文：读书时不可存心诘难作者，不可尽信书上所言，亦不可只为寻章摘句，而应推敲细思。 廖运范译文：读书不是为着要辩驳，也不是要盲目信从，更不是去找寻谈话的资料，而是要去权衡和思考。 曹明伦译文：读书不可存心吹毛求疵，不可尽信书中之论，亦不可为已言掠词夺句，而应该斟酌推敲，钩深致远。

19 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. 何新译文：为挑剔辩驳去读书是无聊的。但也不可过于迷信书本。求知的目的不是为了吹嘘炫耀，而应该是为了寻找真理，启迪智慧。 水天同译文：有些书可供一尝，有些书可以吞下，有不多的几部书则应当咀嚼消化；这就是说，有些书只要读读他们底一部分就够了，有些书可以全读，但是不必过于细心地读；还有不多的几部书则应当全读，勤读，而且用心地读。 王佐良译文：书有可浅尝者，有可吞食者，少数则须咀嚼消化。换言之，有只须读其部分者，有只须大体涉猎者，少数则须全读，读时须全神贯注，孜孜不倦。 廖运范译文：有些书只需浅尝，有些书可以狼吞，有些书要细嚼烂咽，慢慢消化。也就是说，有的书只需选读，有的书只需浏览，有的书却必须全部精读。 曹明伦译文：有些书可浅尝辄止，有些书可囫囵吞栆，但有些书则须细细咀嚼，慢慢消化；换言之，有些书可只读其章节，有些书可大致浏览，有些书则须通篇细读并认真领悟。

20 王佐良译文：书亦可请人代读，取其所作摘要，但只限题材较次或价值不高者，否则书经提炼犹如水经蒸馏，淡而无味矣。
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. 何新译文：有的书可以请人代读，然后看他的笔记摘要就行了。但这只应限于不太重要的议论和质量粗劣的书。否则一本书将象已被蒸馏过的水，变得淡而无味了。 水天同译文：有些书也可以请代表去读，并且由别人替我作出节要来；但是这种办法只适于次要的议论和次要的书籍；否则录要的书就和蒸馏的水一样，都是无味的东西。 王佐良译文：书亦可请人代读，取其所作摘要，但只限题材较次或价值不高者，否则书经提炼犹如水经蒸馏，淡而无味矣。 廖运范译文：有些书不必去读原本，读读它们的节本就够了，但这仅限于内容不大重要的二流书籍；否则，删节过的往往就象蒸馏水一样，淡而无味。 曹明伦译文：有些书还可以请人代阅，只取代阅人所作摘录节要；但此法只适用于次要和无关紧要的书，因浓缩之书如蒸馏之水谈而无味。

21 何新译文：读书使人充实，讨论使人机敏，写作则能使人精确。 水天同译文：阅读使人充实，会谈使人敏捷，写作与笔记使人精确。
Reading maketh a full man; conference a ready man; and writing an exact man. 何新译文：读书使人充实，讨论使人机敏，写作则能使人精确。 水天同译文：阅读使人充实，会谈使人敏捷，写作与笔记使人精确。 王佐良译文：读书使人充实，讨论使人机智，笔记使人准确。 廖运范译文：读书使人渊博，辩论使人机敏，写作使人精细。 曹明伦译文：读书可使人充实，讨论可使人敏锐，笔记则可使人严谨；

22 Histories make men wise; poets witty; the mathematics subtle; natural philosophy deep; moral grave; logic and rhetoric able to content. Abeunt studia in mores. 何新译文：读史使人明智，读诗使人聪慧，演算使人精密，哲理使人深刻，道德使人高尚，逻辑修辞使人善辩。总之，“知识能塑造人的性格”。 水天同译文：史鉴使人明智；诗歌使人巧慧；数学使人精细；博物使人深沉；伦理之学使人庄重；逻辑与修辞使人善辩。“学问变化气质”。 王佐良译文：读史使人明智，读诗使人灵秀，数学使人周密，科学使人深刻，伦理学使人庄重，逻辑修辞之学使人善辩：凡有所学，皆成性格。 廖运范译文：历史使人聪明，诗歌使人富于想象，数学使人精确，自然哲学使人深刻，伦理学使人庄重，逻辑学和修辞学使人善辩。总之，读书能陶冶个性。 曹明伦译文：读史使人明智，读诗使人灵透，数学使人精细，物理学使人深沉，伦理学使人庄重，逻辑修辞则使人善辨，正如古人所云：学皆成性；

23 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. 何新译文：不仅如此，精神上的各种缺陷，都可以通过求知来改善——正如身体上的缺陷，可以通过适当的运动来改善一样。 水天同译文：不特如此，精神上的缺陷没有一种是不能由相当的学问来补救的：就如同肉体上各种的病患都有适当的运动来治疗似的。 王佐良译文：人之才智但有滞碍，无不可读适当之书使之顺畅，一如身体百病，皆可借相宜之运动除之。 廖运范译文：不仅如此，读书并且可以铲除一切心理上的障碍，正如适当的运动能够矫治身体上某些疾病一般。 曹明伦译文：不仅如此，连心智上的各种障碍都可以读适当之书而令其开豁。身体之百病皆有相宜的调养运动，

24 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. 何新译文：例如打球有利于腰背，射箭可扩胸利肺，散步则有助于消化，骑术使人反应敏捷，等等。 水天同译文：“地球”有益于结石和肾脏；射箭有益于胸肺；缓步有益于胃；骑马有益于头脑；诸如此类。 王佐良译文：滚球利睾肾，射箭利胸肺，慢步利肠胃，骑术利头脑，诸如此类。 廖运范译文：例如：滚球游戏有益于肾脏；射箭有益于胸部；散步有益于肠胃；骑马有益于头部等等。 曹明伦译文：如滚球有益于膀胱和肾脏，射箭有益于肺部和胸腔，散步有益于肠胃，骑马有益于大脑等等；

25 何新译文：同样，一个思维不集中的人，他可以研习数学，因为数学稍不仔细就会出错。
15．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. 何新译文：同样，一个思维不集中的人，他可以研习数学，因为数学稍不仔细就会出错。 水天同译文：同此，如果一个人心志不专，他顶好研究数学；因为在数学底证理之中，如果他底精神稍有不专，他就非从头再做不可。 王佐良译文：如智力不集中，可令读数学，盖演题须全神贯注，稍有分散即须重演； 廖运范译文：因此，假若一个人心神散乱，最好让他学习数学，因为在演算数学题目的时候，一定得全神贯注，如果注意力稍一分散，就必得再从头做起。 曹明伦译文：与此相似，若有人难聚神思，可令其研习数学，因在演算求证中稍一走神就得重来一遍；

26 何新译文：缺乏分析判断力的人，他可以研习形而上学，因为这门学问最讲究繁琐辩证。
If his wit be not apt to distinguish or find differences, let him study the schoolmen; for they are cymini sectores. 何新译文：缺乏分析判断力的人，他可以研习形而上学，因为这门学问最讲究繁琐辩证。 水天同译文：如果他底精神不善于辨别异同，那末他最好研究经院学派底著作，因为这一派的学者是条分缕析的人； 王佐良译文：如不能辨异，可令读经院哲学，盖是辈皆吹毛求疵之人； 廖运范译文：假若一个人拙于辨别差异，就让他去请教那些演绎派的大师们，因为他们正是剖析毫发的人。 曹明伦译文：若有人不善辨异，可令其读经院哲学，因该派哲学家之条分缕析可令人不胜其烦；

27 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. 何新译文：不善于推理的人，可以研习法律案例，如此等等。 水天同译文：如果他不善于推此知彼，旁征博引，他顶好研究律师们底案卷。 王佐良译文：如不善求同，不善以一物阐证另一物，可令读律师之案卷。 廖运范译文：假若一个人心灵迟钝，不能举一反三，最好让他去研究律师的案件。 曹明伦译文：而若有人不善由果溯因之归纳，或不善于由因及果之演绎，则可令其阅读律师之卷；

28 So every defect of the mind may have a special receipt
何新译文：这种种心灵上的缺陷，都可以通过求知来治疗。 水天同译文：如此看来，精神上各种的缺陷都可以有一种专门的补救之方了。 王佐良译文：如此头脑中凡有缺陷，皆有特药可医。 廖运范译文：所以每一种心理缺陷都有一种特殊的补救良方。 曹明伦译文：如此心智上之各种毛病皆有特效妙方。

29 王佐良译文：因此不常作笔记者须记忆力特强，不常讨论者须天生聪颖，不常读书者须欺世有术，始能无知而显有知。
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. 水天同译文：因此，如果一个人写得很少，那末他就必须有很好的记性；如果他很少与人会谈，那末他就必须有很敏捷的机智；并且假如他读书读得很少的话，那末他就必须要有很大的狡黠之才，才可以强不知以为知。 王佐良译文：因此不常作笔记者须记忆力特强，不常讨论者须天生聪颖，不常读书者须欺世有术，始能无知而显有知。 何新译文：因此，如果有人不读书又想冒充博学多知，他就必须很狡黠，才能掩饰无知。如果一个人懒于动笔，他的记忆力就必须强而可靠。如果一个人要孤独探索，他的头脑就必须格外锐利。 廖运范译文：如果一个人很少写作，他就需要有很强的记忆力；如果他很少辩论，就需要有急智；如果他很少读书，就需要很狡猾，对于自己不懂的事情，假装知道。 曹明伦译文：故不常作笔记者须有过目不忘之记忆，不常讨论者须有通权达变之天资，而不常读书者则须有狡诈诡谲之伎俩，方可显其无知为卓有见识。

30 Exercise 1.Why do we read books?
2.What is your attitude toward different kinds of books? 3.How does Bacon define “studies” according to the essay? 4.Do you think it is important and necessary to distinguish different “studies”? Why or why not? 5.What is the meaning of “They perfect nature, and are prefected by experience”? What does “they” refer to in this sentence? 6.What can a man become if he does a lot of reading? 7.What is your opinion of the statement “some books are to be tasted, others to be swallowed”? 8.What kind of books are “to be chewed and digested” according to your own experience? 9.Why is it necessary for a reader to approach a book with different methods?