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.
knowledge of philosophy may incline the mind of men to atheism, but a further proceeding therein doth bring the mind back again to religion.  For in the entrance of philosophy, when the second causes, which are next unto the senses, do offer themselves to the mind of man, if it dwell and stay there it may induce some oblivion of the highest cause; but when a man passeth on further and seeth the dependence of causes and the works of Providence; then, according to the allegory of the poets, he will easily believe that the highest link of Nature’s chain must needs he tied to the foot of Jupiter’s chair.  To conclude, therefore, let no man upon a weak conceit of sobriety or an ill-applied moderation think or maintain that a man can search too far, or be too well studied in the book of God’s word, or in the book of God’s works, divinity or philosophy; but rather let men endeavour an endless progress or proficience in both; only let men beware that they apply both to charity, and not to swelling; to use, and not to ostentation; and again, that they do not unwisely mingle or confound these learnings together.

II. (1) And as for the disgraces which learning receiveth from politics, they be of this nature:  that learning doth soften men’s minds, and makes them more unapt for the honour and exercise of arms; that it doth mar and pervert men’s dispositions for matter of government and policy, in making them too curious and irresolute by variety of reading, or too peremptory or positive by strictness of rules and axioms, or too immoderate and overweening by reason of the greatness of examples, or too incompatible and differing from the times by reason of the dissimilitude of examples; or at least, that it doth divert men’s travails from action and business, and bringeth them to a love of leisure and privateness; and that it doth bring into states a relaxation of discipline, whilst every man is more ready to argue than to obey and execute.  Out of this conceit Cato, surnamed the Censor, one of the wisest men indeed that ever lived, when Carneades the philosopher came in embassage to Rome, and that the young men of Rome began to flock about him, being allured with the sweetness and majesty of his eloquence and learning, gave counsel in open senate that they should give him his despatch with all speed, lest he should infect and enchant the minds and affections of the youth, and at unawares bring in an alteration of the manners and customs of the state.  Out of the same conceit or humour did Virgil, turning his pen to the advantage of his country and the disadvantage of his own profession, make a kind of separation between policy and government, and between arts and sciences, in the verses so much renowned, attributing and challenging the one to the Romans, and leaving and yielding the other to the Grecians:  Tu regere imperio popules, Romane, memento, Hae tibi erunt artes, &c.  So likewise we see that Anytus, the accuser of Socrates, laid it as an article of charge and accusation against him, that he did, with the variety and power of his discourses and disputatious, withdraw young men from due reverence to the laws and customs of their country, and that he did profess a dangerous and pernicious science, which was to make the worse matter seem the better, and to suppress truth by force of eloquence and speech.

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The Advancement of Learning from Project Gutenberg. Public domain.