The Advancement of Learning eBook

This eBook from the Gutenberg Project consists of approximately 298 pages of information about The Advancement of Learning.

The Advancement of Learning eBook

This eBook from the Gutenberg Project consists of approximately 298 pages of information about The Advancement of Learning.
heap of dust.  It taketh away or mitigateth fear of death or adverse fortune, which is one of the greatest impediments of virtue and imperfections of manners.  For if a man’s mind be deeply seasoned with the consideration of the mortality and corruptible nature of things, he will easily concur with Epictetus, who went forth one day and saw a woman weeping for her pitcher of earth that was broken, and went forth the next day and saw a woman weeping for her son that was dead, and thereupon said, “Heri vidi fragilem frangi, hodie vidi mortalem mori.”  And, therefore, Virgil did excellently and profoundly couple the knowledge of causes and the conquest of all fears together, as concomitantia.

“Felix, qui potuit rerum cognoscere causas,
Quique metus omnes, et inexorabile fatum
Subjecit pedibus, strepitumque Acherontis avari.”

(2) It were too long to go over the particular remedies which learning doth minister to all the diseases of the mind:  sometimes purging the ill humours, sometimes opening the obstructions, sometimes helping digestion, sometimes increasing appetite, sometimes healing the wounds and exulcerations thereof, and the like; and, therefore, I will conclude with that which hath rationem totius—­which is, that it disposeth the constitution of the mind not to be fixed or settled in the defects thereof, but still to be capable and susceptible of growth and reformation.  For the unlearned man knows not what it is to descend into himself, or to call himself to account, nor the pleasure of that suavissima vita, indies sentire se fieri meliorem.  The good parts he hath he will learn to show to the full, and use them dexterously, but not much to increase them.  The faults he hath he will learn how to hide and colour them, but not much to amend them; like an ill mower, that mows on still, and never whets his scythe.  Whereas with the learned man it fares otherwise, that he doth ever intermix the correction and amendment of his mind with the use and employment thereof.  Nay, further, in general and in sum, certain it is that Veritas and Bonitas differ but as the seal and the print; for truth prints goodness, and they be the clouds of error which descend in the storms of passions and perturbations.

(3) From moral virtue let us pass on to matter of power and commandment, and consider whether in right reason there be any comparable with that wherewith knowledge investeth and crowneth man’s nature.  We see the dignity of the commandment is according to the dignity of the commanded; to have commandment over beasts as herdmen have, is a thing contemptible; to have commandment over children as schoolmasters have, is a matter of small honour; to have commandment over galley-slaves is a disparagement rather than an honour.  Neither is the commandment of tyrants much better, over people which have put off the generosity of their minds; and, therefore, it was ever holden that honours in free monarchies and commonwealths had a sweetness more than in tyrannies, because the commandment extendeth more over the wills of men, and not only over their deeds and services.  And therefore, when Virgil putteth himself forth to attribute to Augustus Caesar the best of human honours, he doth it in these words:-

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The Advancement of Learning from Project Gutenberg. Public domain.