104 On the UTILITY of defining 
“* Quid eft enim aut tam arrogans, quam, de religione, de rebus 
** divinis, ceremoniis facris, pontificum collegium docere co- 
«aT oe : 
Docerr is almoft the only one of the verbs mentioned, that 
is employed to denote information given as to an event, as well 
as the acquifition of a new conception. “ Cum interea ne li- 
“* teras quidem ullas accepi, que me docerent quid ageres |.” — 
Ervpbire, from e and rudis, differs from docere, in referring 
always to the rude ftate of the perfon inftructed, and to the 
gradual progrefs by which he becomes learned. No fuch ex- 
preflion as “ fus erudio oratorem,” can exift, becaufe, when 
docere is thus ufed, it vilifies the ability of the teacher, and 
heightens the information of the fcholar.. When the Romans 
ufed the phrafe. /us Minervam, the con{truction was to be com- 
pleted by docere, not by erudire. hey only admitted in idea the 
poflibility of adding one or a few facts to the ftock of know- - 
ledge, poffefled by the goddefs of learning. 
Tue inftances that follow fhew clearly, that erudire conftantly 
implies the abfence of information upon the part of the perfon 
to be inftructed. ? 
—— qui mollibus annis 
In patrias artes erwdiendus erat {. 
“ Inde puerum liber‘im loco coeptum haberi, erudirique artibus 
quibus ingenia ad magne fortune cultum excitantur §.”— 
Philofophia omnium mater artium nihil aliud eft quam do- 
num inventum deorum. Hc nos primum ad illorum cul- 
tum, deinde ad jus hominum, quod fitum eft in generis hu-. 
mani focietate, tum ad modeftiam magnitudinemque animi 
erudivit ||.’ In this laft example, the progrefs of man, as 
the 
“ 
“ce 
6c 
ce 
ce 
<e 
* Cic. pro Dom. 219. 4. § Liv. 1. 39. 
+ Ep. 34. a. || Crc. Tute. Q. 161. B. 
t Ovip. Ep. 1. 112. y 
