L I B. If. Of the Advancement of Learning. 4^ 



faithful ferambnlttion and vifitation of Learning 5 j^cciaUy xvith a dili- 

 gent andexaEl enquiry, vphat parts thereof lye frep and vpafie, and are not 

 yet improved and converted to ufe by the indiijlry of men j to the end that 

 fuch a plot made and recorded to memory, may minifter light both td 

 publick DefignationSj and the voluntary labours of private endea- 

 vours. Wherein neverthelefs my purpofe is , at this time , to note only 

 Omijjions and Deficiencies, and not to mal{e redargution of Errors and 0- 

 ver-fights : For it is one thing to (et forth what ground lieth unmanur'd, 

 and another thing , to correft ill husbandry in that which is ma- 

 nured. 



§ In the undertaking and handling of which work I am not igno- 

 rant what a bufinels I move , and what a difficult province I fuftairt, 

 and al(b, how unequal my abilities are unto my will ; yet I have a 

 good hope, thatif my extreme love to Learning carry me too far, I 

 may obtain theexcufe of afFedion, for that, it is not granted toman. To 

 love and to be rvife. I know well that I muft leave the fame liberty of 

 judgement to others, that I ufe my felfj and intruth, I (hall be indiffe- 

 rently glad, to accept from others, as to impart that duty of humanity 5 

 "Nim qui erranti comiter monftrant viam, 6cc. I do fore-fee Iikewi(e,that Clc oSc 

 many of tho(e things which I (hall enter and regifter as Omifions and '•.*'' ^"' 

 Deficients, will incur divers cenfuresj <?/, that fome parts of this enter- "'*^' 

 prife were done long-ago and now are extant 5 others, that they taftd 

 of curiofity, and promifc no great fruit 5 others, that they are too dif^ 

 ficult and irapoffible to be compalTed by humane induftries. For the 

 two firft, let the particulars fpeak for themfelves ; For the laft, touch-, 

 ing impojfibility, I determine thus 5 All thofe things are to be held pof- 

 (ible and performable, which may be accompli(ht by Ibme perfori, 

 though not by every one; and which may be done by the united la- 

 bours of many, though not by any one apart ; and which may be ef- 

 fefted in a fucceF )n of ages, though not in the fame age 5 and in brief, 

 which may be finifht by the publick care and charge, though not by 

 the ability and induftry of particular perfons. If, notwithftanding^there 

 beany man who would rather take to himfelf that of i*tf/^«<?»3 DJcitri- 

 ger^Leo eji in via, than that of Virgil. Prov.i*; 



Foffunt quia pojfe videntur : It is enough to me, if my labours may -^"-f' 

 be efteemed as votes , and the better fort of wiQies : for as it asketh 

 forae knowledge to demand a queftion not impertinent; (b it requireth 

 fbme fenfe to make a willi not abfurd. • 



Chap. I. 



I. An univerfdl Partition of Humane Learninginto, § Hifiory. \\. Toe- 

 try. III. rhilofophy. ^ This Partition is taken from the triplicity of 

 Inte/IeCtive Faculties : Memory : Imagination : Reafon, § Thefamf 

 Partition is appropriate to Divine Learning. 



i. ^T^Hat is the trueft Partition of humane Learning , which hath 

 JL reference to the three Faculties of Mans fouL which is the 



