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Show / Of the aJu~nCeme'nt of learning, _1 _ the bel\ or fecont\ Orator .t\larcru Cuero, thatto th~ : ·memocieofman'are ·knowne. As·fQr the accufatt· on of socrates, Ale time mufi be r-eme.~bre~, ~~en it was profec"'ted ; whicH was vnder.th.e thtrue r y .. rants, the moft bafe,-blo~dy, and e~mou~ perfon.s that haue gouerned; whtcb reuoluuon of .~ate was no (oonerouer, but Socrates,whom t~ey had made a perfoncriminall, was made.a per( on her?~all;and his memorie accumulate wnh honors dttune and humane; an.d thofe difcourfes of hi$ whtch w~re !> a:hen tearmed c-orrupting of tnanner~,. w·ere after acknowledged for foueraigne Medtctnes o£ the· . mihde and tnanners, and fo haue beene rece~u~d euer Lince till this day. Let this therefore ferue for; ; ~ulfwere to P~litiques,~whichin.t~eir hnmorous fe-: ueritie, ()r in their fayned grautu.~ bane P.refi:1med . to throwe im.puta~ions vponlearntng, whtch redar- · gution ~euerthele[e (faue that wee know noll wh~ther ottr)abours may extend to other ages) were not needefull for the prefent, in regard of the lone ana reuerence towards Learning, which the examp! e and countenance of twoo. fo .learne.d Prince·s ·Q!!eeneF.li~abeth,and your Matefhe; betng as cap or and PoUux, Lucid" sydera., Starres- of excellent light, -and mofi b~nigne influence, ha~h wrought in allmen.of place and a.ttthoritie in our Nation. ·Now therefore, we come to that third fort of dif- . cred~te, or. diminution of credite, that groWeth vn..: I to lelrning frotn learned men themfelues', which c&hmomy ~eaueth fafteft i It is· either from their ..... ._ ~ --- --- · ·.--- --- - - - ---- - .. _ - - -- __ . .:~ £. . . . · ,ort~~~· . · . · :fhefirfi bo~%· rz: . ;Fortt.1ne~or fro their Mariners) or froindlenafiir,e of · · ·their Studies: fur the tirfi,it.is not in their.power;and ;i:~e fecond ~is accidental!; the third·only is prop~.r.to· ·.be hadled~bnt becaufe we.aire not in hand with·true- . ..nleafure~but \Vith popu~ar efiimation & conceit')ic is not amitTe to fpeak fon1whatofthe.two for:mer.The , · derogatic;>ns therfore, which grow to learning from :the fOrtune·or condition oflearnf!d men, al\e either . ·in refpea of fcarfity of meanes,or.i~refpett. of pri- 1UatenetTe oflife, ~and meaneiTe ofemployments. . Concerning want, and that it is the cafe of learned men, vfually to beginne with little, and not t& ·gro\ve rich fo faft as other men, by rea{on they cqn,. . uert not thelr labors chie.fely to lulter, a·nd encreafe; It were good to leaue the commolJ placedn Gom -ri1endatioa of pouertie to.fome Frier to h~ridle, to whom much \Vas attributed by ~v acciattell in this point, when he fayd, T httt: rhe K ingdt~me oft he cl~ar• gie had betne long bifore atttn end, ffthe reputatiiJI'JAtJd reuerence towards the pot"ertie of Friers had not borne · ~ fJtl~ the ftanda/1 ef the {ttptrflrtitieJ and exceFes of Bi-fhopsandPrela: es. So a man mightfay, that the feli ·Citie and delicacie ofPrinpes and great P erfons,had ~ . long fince turned to Rudenes and Barbarifme, iftlie .. < i>ouertie of Learning had not kept vp Ciuilitie and ~onor of life; But wit.ho~lt any fi.1ch aduant~ges, i~ . ~s wonhy the obferuanoh, what a reuerent and hQko •!lourad thing pouertie of fo~nlne was,for fome a2~1 ·t.n the Romane State, whtch nenerthcleife wa~ a ~ate wid1ou~ par~ do xes. For we fee what Titu~ !Li- . .. · D · · uim; . ... l I ·. |