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Show • -Of the adutmcement of learning, uift of reafon, to the benefite and vfe. of lnen : As fi- there\vere fought in knowledge a C:~wch,whervponto [eft a fearching and r~{Uetfe ~pmte; or a:~~~ ra!Iefor awandrino and vanable mmde, toW f v and downe with a fai.fe pro~l_'e~ ? or a To~cr 0 -sfate for a proude minde tO fade lt fel£: vpond, or a Fort or commaunding ground for ftnfe an con· tention or a Shoppefor proftte or (ale ; and not a rich St~re-honfe fOr the gtorie of t~e Creator, a~d . the reliefe of Mans eftate. But thts ts that,_whtch • ·Willindeeddignifie and exalt knowledge; tf contemplation and aaion may b_e more neerely and. ftraightly conioyned and vn•ted together, than they haue beene; a Coniunaion like vmo that of ·.the two highell Planets, Saturnethe Plaaet of re~ : and contemplation; and Jupiter th~ Planet of Cl· uile focietie and aaion • Howbett , I doe not ·meane when.I fpeake of vre· ~n~ at\ion, that end before_mentioned of the applymg of kn?wledge to Iuker and profesfion ; For I ~m not Ignorant howe much that diuerteth and mterrupteth the profecution and admiuncement of knowledge; like vnto the goulden ball throwne before Jtat/ anta which while !bee go~th alide, and Roo~ peth' to take vp, the race is hindred,' . · Declinat cur ju-s, "urumque voluhtlelolltt: . /Neither is my meaning as was fpoken of Socrates, to call Philofophy Gown from heane .to conuerfe vpoll the earth,thatis,to leaue natural P hilofophy aU~e:& . ~oapplyc~C?wledg~ o~ely ~o ~~n~ers,~d poll~~~ . · ~ A ~ · Th~jirft13oo~.- - ... ?-7 · · But as both heauen and earth doe confpire arid contrioute to the vfe and benefite of man: So the end ought to bee frorn both P hilofophies, to. fe. parate and reiea vaine fpeculations,. and whatfo ... euer is emptie ~nd voide, and to preferue and augment whatfoeuer is folide and fi:uitfilll: that know~e~ge tnay not bee as a Curtezan for pleafttre, & vantue only ,or as a bond-woman to acquire and .~aine to ?er Mafiers vfe)but as a Spoufe,for generation, frutt,and comfort. · . T~~1s h.aue I defc.ribed and opened as by a kinde of dtfiechon~ thofe peccant hum·ors (the principall of them) wh:ch hath not on ely giuen itppediment to the profictcnce of Learning, but haue giuen al{o · occafion, to the traducement thereof: wherein if · ·I haue beene too plaine>. it muft bee remembred· • Fide_lia v~lnera amantis,Jrd dolo fa ofcu!a ma!ignttnti:. . Thts I th1nke I haue gained, that I ought to bee the '"" · better beleeue~,in that which I !hall fay pertayning to con~meiJdau<;>~ : becaufe I haue pro<;eeded fo · freely, 1n !hat whtch concerneth cenfure. And yet · 1 ~aueno purpofe_to enter into a laudatiue of Lear- .. · ntng~ or t?J?ake a f:Ixmne to the Mnfes (though I am ofoptnton)that 1t 1s long fince their Rites were duely celebrated) btu my intent is without varnHh · or amplifica;ion, iufily to , weigh the dignitie of l<nowledge tn the ballance with other things} and to take the tr~1e: value thereofby teflimonies and ar~ gu~ents dttune, and humane. · ~ . . .. E!r~ ~~'e~~f~re)le~ ys feeke th~ digaitie of know- . , ~ 4 ·~-~ ~ !edg~ J• J :. . \ |