iv _ 
3 eel aa ent 
44 OF THE ADVANCEMENT OF LEARNING, Iv. 12 
ought to be the better believed in that which I shall say 
pertaining to commendation ; because I have proceeded 
so freely in that which concerneth censure. And yet I 
have no purpose to enter into a laudative of learning, or 
to make a hymn to the Muses (though I am of opinion 
that it is long since their rites were duly celebrated), but 
my intent is, without varnish or amplification justly to 
weigh the dignity of knowledge in the balance with other 
things, and to take the true value thereof by testimonies 
and arguments divine and human. 
VI. 1. First theref eek the digni ow- 
ledge in the arch-type or first platform, which is in the 
attributes an "as _they are Téevealed to 
man and may be observed with sobriety ; wherein we may : 
not, seek it by ‘the name of learning; for all all learning is 
knowledge acqu acquired, and all knowledge in God i is original : 
cfs therefore we. > must. look for it b another name, that 
‘L Of 
wisdom ot or “sapience, as, the. scriptures res_call 1 it. 
2, Ii is so then, that in the work a the creation we see 
a double emanation of virtue from God; the one referring 
more properly to power, the other to wisdom; the one f 
expressed in making the subsistence of the matter, and’ / 
the other in disposing the beauty of the form. This being 
supposed, it is to be observed that for arlything which 
appeareth in the history of the creation, thé confused mass 
and matter of heaven and earth was made in a moment; 
and the order and disposition of that chaos or mass was 
the work of six days; such a note of difference it pleased 
God to put upon the works of power, and the works of 
wisdom; wherewith concurreth, that in the former it is 
not set down that God said, Le/ there be heaven and earth, 
as it is set down of the works following; but actually, that 
1, God made heaven and earth: the one carrying the style 
