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Show • : Of the·"tt.dut~ncemtnt of learning, · ·in them iudge, wh.ethe.r_I bring. th~m in on ely for apparance, or whether in that whtch I fpeake of them (though i~ fewe Word.s).there be nor fon1e feede of J>r~ficten~e. And thts mufi bee retnem~ ~red, _that. as there bee many of gr~at account. in· dieir Countreysand, ~rouinces, \Vhtch when they come ~p to the Seate of the Efiate, are but of meane Ranke and{carcely regarded; So thefeArts. being heere placed with the prin~ipall, and fil· preame Sciences, · feeme petty thtnges : ~et to~ lilch as ~at\e chofen them .to . fpende their Ia ... bors and fiU:dies in them, they fee me great Mat~ ters. For theM .E T H· onE O·F TR AD I TI ON;, l fe·e it hath mooued· a Contr.ouerfie, in our time. But as in. Ciuile buftneffe, if there bee a mee .. ting and· mea fall at. Wordes, there is comtnon· ly an end· of the Matter for that titne, and no pro· ceeding at' all: Sa in L;earning,where there is n1uch controuerfie; there is tnany t-imes little Enquirie. For this part of knowledge of Metf1ode feemedi tO mee. lo vveakely enq~tired, as I fhall report it deficient.. . ' ' ' ME T'H·O n E hath beene ·placed·, and· that not· ami[e in L~~icke ~ as a part] of Iudg,eme11t; For as the· Doet1 ine of syUogifmes c0mprehe~deth the· mles1of. ludgement v.ppan· that which is int#nted; So. the 'DoCJtine of'Methodt cbntayneth the r~des 0( Nag""trlt vp]OO tl\a WAiC~ is tO bee dehue" ~ . . . r:ed,l DE REhereofth LL, ndtheo- |