While a clear distinction was drawn between “classical learning” and “modern science” at Oxford and Cambridge Universities in the early nineteenth century, we see no such contrast being made in other spaces of knowledge making, such as the Manchester Literary and Philosophical Society. Drawing on Bacon's insistence that his inductive method should apply across all fields of knowledge, early members of the Society interpreted “science” as referring to any systematic inquiry utilising an empirical approach. An investigation of the ways in (...) which classical authors were used within the researches of early members of the Society raises important questions about how we should think about empirical method and scientific research in early nineteenth–century England. Frequently understood as primarily engaged in researching natural knowledge, the members of the Manchester Society concerned themselves with a wide range of subjects across all branches of knowledge. Crucially, classical authors were drawn upon as sources of empirical evidence across all types of inquiry, from investigations into the colours of opaque bodies to the origins of party feeling. It is possible to identify a common approach – “history as empirical method”, which, this article suggests, was developed from Bacon's call for a “just story of learning”. (shrink)