104 On the U7 3 ! L iTf of defining 



i( Quid eft enim aut tarn arrogans, quam, de religione, de rebus 

 " divinis, ccremoniis facris, pontificum collegium dccerc co- 

 " nari*." 



Docere is almoft the only one of the verbs mentioned, that 

 is employed to denote information given as to an event, as well 

 as the acquiiition of a new conception. " Cum interea ne 11* 

 " teras quidem ullas accepi, quae' me docerent quid ageres f." 



Erudire, from e and rudis, differs from docere, in referring 

 always to the rude ftat-e of the perfon inftru<fted, and to the 

 gradual progrefs by which he becomes learned. No fuch ex- 

 premon as " fus erudio oratorem," can exift, becaufe, when 

 docere is thus ufed, it vilifies the ability of the teacher, and 

 heightens the information of the fcholar. When the Romans 

 ufed the phrafe fus Minervam, the conftru&ion was to be com- 

 pleted by docere, not by erudire. They only admitted in idea the 

 pombility of adding one or a few faifts to the itock of know- 

 ledge, poffefled by the goddefs of learning. 



THE-inflances that follow ihew clearly, that erudire conftantly 

 implies the abfence of information upon the part of the perfon 

 to be inftrucled. 



qui mollibus anni3 



In patrias artes erudiendus erat J. 



tc 



Inde puerum liberum loco cceptum haberi, erudirique artibus 

 quibus ingenia ad magnae fortunae cultum excitantur §•"—*- 

 Philofophia omnium mater artium nihil aliud eft quam do- 

 num inventum deorum. Hasc nos primum ad illorum cul- 

 tum, deinde ad jus hominum, quod fitum eft in generis hu- 

 mani focietate, turn ad modeftiam magnitudinemque animi 

 erudivit ||." In this laft example, the progrefs of man, as 



the 



* Cic. pro Dotn. 219. b. $ Liv. 1. 39. 



f Ep. 34. a. || Cic. Tuib. (^161. *. 



X Ovid. Ep. 1. 112. 



