1 8 Of the Advancement of Learning, L i b. I. 



kj. But yet notwithftanding it is a thing not haftily to be condemned 

 to illuftrate and poIiQi the obfcurity and roughnefs of Philofophy, with 

 the Jplcndor of If ords and fenjible elocution. For hereof we have great 

 examples in Xenophon, Cicero, Seneca, Plutarch, and even in Plata 

 himfclfsand theufe hereof is great: For though tothefevere inquifition 

 of Truth, and the deep progrefs into Philofophy, it is forae hinderance, 

 becaufe it is too early (atisfadtory unto the mind, and cjuencheih the 

 thirft and defire of farther (earch 3 yet if a man be to have any ule of 

 fuch knowledge in Civil occafions (of Conference, Counfel, Perfjoafon^ 

 Dijcourfe, and the likf) he [hall find all that he defireth prepar'd"and 

 fet out to his hand in thofe Auftors. But the excels of this is fo juftly 

 contemptible, that, as Hercules, vvhen he faw the Image of Adonis, 

 Venus minion, in the Temple, faid, niljacri ts 5 fo there is none of Her- 

 cules his followers in Learning, I mean, the more induftrious and fevere 

 inquirers into Truth, but will defpife thoCe Delicacies and Affeiiations^ 

 as indeed capable of no Divinenefs. 



§ Little better is that kind of ftile( yet neither is that altogether 

 exempt from vanity) which neer about lie fame time fucceeded this 

 Copy and fuperfiuitj offpeech. The labl^ here is altogether. That 

 roords may be aculeate, fentences concife, and the rvholc contexture of the 

 Jpeech and dijcourfe, rather rounding into it f elf thanfpread and dilated c 

 So that it comes to pafs by this Artifice , that evey paflage fecms more 

 witty and weighty than indeed it is. Such a ftileas this we find more 

 exceSivcly in Seneca^ more moderately in Tacitus and Plinius Secun- 

 dus'-i and of late it hath been very pleafing unto the ears of our time 

 And this kind of expreffion hath found fuch acceptance with meaner 

 capacities, as to be a dignity and ornament to Learnings ncvertheleG, 

 by the more exafl: judgments, it hath been defervedly defpifed, and 

 may be (et down as a dijiempcr of Learning, (eeing it is "nothing elfe 

 but a hunting after words, and fine placing of them. And thus much 

 of the firft Difeafe or Dijiemper of Learning. 



in. Now foUowes the diftemperye/Ziff/ in A<fatter,VifhAch. we fet down 

 as afccond difeafe of Learning,and have defigned it by the name of coft' 

 tentioHs fubtilty 3 and this is in nature (bmcwhat worle than that where- 

 of we fpake even now. For as the fubftance of Matter,is better than the 

 beauty of words, fo on the contrary, vanity of A:f at ter is more od'ions 

 thzn vanity of vp or ds. Wherein it feemeth that the reprehenfion of 

 St. Pi?;// was not only proper for thole times, but Proph'ticjlfor the 

 times following j and not only refpe<^ive to Divinity, but cxtenfive 

 j.Tiffl.tf. to all knowledge, Dcvita propkanas vocunt novitates : For in thefe 

 words he afiigns two Markes and Badges of fulpefted and fa'fified Ici- 

 ence. The firft is the Novelty and strangenef of Terms •-, The other, 

 xheJirzBnef? of Pofuions •-, which of neceffity induce oppofition and lb 

 Alterations and Qucftions. Certainly like as many fubftances in na- 

 ture, which are folid and entire, doe many times putrific and corrupt 

 into worms j fo good and found Knowledge doth often putrifie and dil^ 

 folve into a number of fubtle, idle, unwholforae, and (as I may terme 

 them) vermiculate Queftions, which feem indeed to have a kind of 

 Motion and Quicknels in them, and j'et they are unfound and hollow, 

 and of no folid ufe. This kind of Degenerate Learning corrupting it 

 ftlf, did chiefly reign amongft the Schoolmen-, who having abundance 



of 



