Lib. I. Of the Advancement of Learning. ij 



I. I find therefore chiefly three vanites, and vacuities in Learning, 

 which have given occafion to the reproach and difgrace thereof. For 

 thofe things are efteetned vain which are either falfe^ot frivolous 3 name- 

 ly, wherein there is, either no truth, or noufe : thofe Perfonswt efteem 

 vain, which are either Credulous in things falfe, or Curious in things of 

 little u(e. And Cnriofity is either in «f<2//cr or in words ^ that is when 

 either labour is fpent m vain matters, or time is wafted in the delicacy 

 o^fine words : fo that it is agreeable as well to true reafon as approved 

 experience, to fet down three diftempers of Learning; The fir ft is 

 Phuntaiiical Learning-^ The fecond Contentious Learning •-, The third 

 Fainted 3.nd Delicate Learning: or thus, z/.?7» Imaginations, vain Alter- 

 cations^ vain affectations. And with the laft I will begin. 



n. This Difternper feated in the fitp erf uitji andprofufenefoffpeech 

 (though in times paft by turns, it was in fbme price) about £,«//jeri- 

 lime, got up mightily into credit, and eftimation. The heat and 

 efficacy of Preaching, to win and draw on the people, began chiefly 

 about that time to flourifti ; and this required a popular kind of ex- 

 prefljon. This was furth ered by the Enmity and Oppofition concei- 

 ved in that fame age againf^Be SchooUmsn 5 whofe writings were alto- 

 gether in a differing ftile and form of expreflija^ taking liberty to 

 ' coyn and frame new and rude terms of Art, without any regard to 

 the purenefs and elegancy of fpeech, fo they might avoid circuit of 

 words, and deliver their fenfe and conceptions, in a precife exad: ex- 

 ' predion : and fo it came to pals a little after, that a greater care was 

 taken for Words, than Matter 3 and many affected rather Comptnels 

 of ftile 3 a round and clean Period 3 the fweet falling of the claufes 5 

 and illuftrations by Tropes and Figures j than the waight of Matter, 

 foundneQ of Argument, life of Invention, or depth of Judgment, 

 Thenfprangup iht flowing and watery vein of Of or i us , the Portugal 

 Bifhop, to be in price and requeft : Then did Sturmim fpend fuch in- 

 finite and curious pains upon Cicero the Orator, and Hirmogenes the 

 Rhetorician. Then did our C<<rre zxiAAfcham in their Leftures and 

 Writings almoft Deifie Cicero^ and Demofihcnes, and allure young 

 Students to that polifht and flouriftiing kind of Learning. Then did 

 Erafmtts take occaflon to make that fcoffing kind of Eccho, Decern an-^ 

 nos confumpfiinLegendo Cicerone, to which the Echo anfwered, One, 

 A^me. Then grew the Learning of the Schoolmea to be utterly defpi- 

 (ed, as rude and barbatous. In fum, the whole inclination and bent 

 of thole times was, rather about Cd?;y than /Fe/g-6^ Here welee the firft 

 Difiemper of Learnings when, as we have faid, menfiudy Words and - 

 not Matter. Whereof though I have reprelented examples of late 

 times only, yet fuch vanities have been accepted,in fome degree or o- 

 ther, in ancient times, and will be fo hereafter. Now it. is not pofli* 

 ble but that this (hould have an operation to dilcreditand debafe the 

 reputation of Learning, even with vulgar capacities j when they fee 

 Learned mens Works, like the firft letter of a Patent, which though 

 it be limmed and fet out with large flourilhes, yet it is but a letter. 

 And it (eems to me that Vigmalionsfren^ie is a good Emblem and Por- 

 traidlure of this vanity j for what are words but the Images of matter, " 

 and except they be animated with the fpirit of reafon, to fall in Love 

 with them, is all one as to fall in love with a Pifture. 



C §. Bus 



