<6 Of the Advancement of Learning. Lie. If. 



Chap. IV. 



I. The Partition oi Civil Hijiory^ into Ecclefiajlical and Literary^ and, 

 which retains the general name, C;z/;7. \L Literary Deficient. ^Pre- 

 cepts bovp to compile it. 



i. /'^Ivil Hijlory, in our Judgement, is rightly divided into three 

 V_7 kinds; ^tii into Sacred ot Ecclejiajiical j then into that which 

 retains the general name C/w/ 3 laftly, into that of Learning and ylrts. 

 We will begin with that kind we fet down laft, becaufe the other are 

 extantj hut this I thought good to report as Deficient-, it is the Hi Hory of 

 Learning. And furely the Hijiory of the world deftitute of this, may 

 be thought not unlike the ftatue of Folyphcmus, with his eye out, that 

 part of the Image being wanting, which doth mod (hew the nature 

 and fpirit of the Pcrfon. And though we fet down this as Deficient^ 

 yet we are not ignorantjthat in divers particular Sciences of Juris-con- 

 fults. Mathematicians, Rhetoricians, Philofophers,there are made fome 

 flight Memorials and fmall relations of Sefts,Schools,Books,Authors,and 

 fuch like fucceffions of Sciences. There are likewise extant,(bme weak 

 and barren difcourfes touching the Inventors of Arts and Vfages j but a 

 Juft and General Hijiory of Learning;^ e avouch that none hitherto hath 

 been publi(ht. Wherefore we will propound the Argument , the way 

 how to contrive it, and the ufe thereof. 



II. The Argument is nothing elfe hut a recital from all Times , what 

 Knowledges and Arts^ in what Ages and Climates of the world have flou* 

 rifit. Let there be made a commemoration of their y4«/7^«/7;ex, Tro- 



-grejjions and Feragrations^ through divers parts of the World: (for 

 Sciences (hift and remove, as people do.) Again, of their Declenfions^ 

 Oblivions^znd Infiaurations. Let there likewife be obfervations taken 

 through all Arts, of the occafton and original of their Invention 5 of 

 their Manner of delivery, and the difcipline of their managings, Courfe 

 ofjiudy and excrcifo. Let there alfo be added the ScSls, then on foot 5 

 and the more famous controverfies which bufied and exercifed Learned 

 men 5 the fcandals and reproaches to which they lay open ; the Lauds 

 and Honours wherewith they were grac'd. Let there be noted the 

 Chiefeji Authors, the beji Boo^s, Schools, Succejfions, 7Jnivcr(ities, Socie- 

 ties, CoUedges, Orders , and whatibever elfe belongs to the State of 

 Learning. But above all, let this be obfervcd (which is the Grace 

 and Spirit of C/z;// ////2 or;',) that the Caufes and Confukations be Con- 

 nexed with the events; namely, ihzt the nature of Countries and Peo- 

 ple be recorded, the dijpofitions apt and able s, or inept and inablc for di- 

 vers difciplines ; the Occurrences of time Adverfe, or Propitious to Learn- 

 ing'-y the zeals and mixtures of Religions if the Difcountenances, and fa- 

 vours of Laws j and lajlly, the eminent virtues andfrvay of Perfons of note^ 

 for the promoting of Learning'-) and the like. But our advice is, that 

 all thefe points be fo handled , that time be not wafted in praife 

 and ccnfure of particulars , after the manner of Critickj 5 but that 

 things be plainly and hiftorically related, and our own judgements ve- 

 rvfparingly interpo(ed< 



^ As 



