ANALYSIS. 



: I. OF THE EXCELLENCY OF LEARNING AND KNOWLEDGE 



1. The excellency of learning and knowledge. 



2. What has been done for the advancement of learning, with the defects of the same. 



iff (! 2, 3). 



&amp;gt;f politicians (ii. 19), 



is of learned men, from 



(iv. v) 



(i. Fantastical learning (Iv. 8 12). 

 f Errors and vanities In the studies themselves (iv, i i2K 2. Contentious learning (iv. 57). 



(3. Delicate learning (iv. 24). 



f i. Affectation of antiquity and novelty (v. i). f 



2. Distrust of new discoveries (v. 2). y / 



3. Conceit that the best opinions prevail (v. ?). v 



4. Premature reduction of knowledge to arts and methods (v. 4), 



5. Neglect of universality or philosophic prinia (v. 5). 



6. Too great reverence for the intellect (v. 6). 



7. Mixture of knowledge with men s inclinations (v. 7). 



8. Impatience of doubt (v. 8). 



9. Dogmatic delivery of knowledge (v. 9). 



Peccant humours (v. 112), whic! 



10. Aim which men propound to themselves (v. 10). 

 n. Mistaking of the end of knowledge (v. n). 



e work of creation (2). 

 Spirits (3). 

 Jght (4). 

 The Sabbath (5). 

 The contemplative life of Adam (6), and Abel (7). 



The leIrni t nTof f Mo t s S er(9). Job(io), Solomon ( n ), Christ (12), the Apostles (13). the Fathers (14). the Jesuits (15). 



Supreme honours paid to inventors of arts (vli. i). 



Influence of learning upon 



The intercourse of man and man (vii. 2). 



, . f In peace; e.g. the Roman Emperors (vii. 48), Q- Elizabeth (yi 



ites under learned princes j , n ar (y | L Jff. eg Alexa nder (vii. 11-21). Caesar (VIL 22-29). 



Sin 



Private virtue (viii. i, 2). 



Power over the minds of men (vni. 3). 



Fortune and advancement (viii. 4). 



Pleasure (viii. 5 ). 



Immortality (vni. 6 . 



1.9). 



Xenophon (vii. 30). 



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