Page:The Advancement of Learning (Wright, 5th ed).pdf/57

Dedication to the King (1–3). The treatise in two parts |1. The excellency of learning and knowledge.

res (i. 2, 3). of Politicians (ii. 1—9), ms of learned men,

from

ef A

f Errors and vanities in the studies themselves (iv, ath

neta B (iv. v) 9

1. [ 2, 3. 4. 5. Peccant humours (v. r~12), whic are { 6. 7, 8. 9. 10.

t, Fantastical learning (iv, 8—12), ir Contentious learning (iv. 5—7). 3. Delicate learning (iv. 2—4).

Affectation of antiquity and novelty, (v. ed Distrust of new discoveries (v. 2). f

Conceit that the best opinions prevail (v. 3). Premature reduction of knowledge to arts and methods Neglect of universality or pA7losophia prima (Vv, 5). Too great reverence for the intellect (v. 6). Mixture of knowledge with men’s inclinations (v. 7). Impatience of doubt (v. 8). Dogmatic delivery of knowledge (v. 9). Aim

which

men

propound

11, Mistaking of the end

to themselves

of knowledge

(v. 4),

(v. 19).

(v, 11),

The contemplative life ee Adam (6), and Abel (7). he i t f art

jf: s (14), the Jesuits (15). he learning of ie (3),Job (10), Solomon (11), Christ (12), the Apostles (13), the Fathers

upreme honours paid to inventors of arts (vii. 1). The intercourse of man and man (vii. 2).

. ‘States under learned princes

nfluence of learning upon + private virtue (viii. 1, 2

In peace; e.g. the Roman Emperors (vii. 4—8), Q. Elizabeth (vii. 9). { In var (vii. SE e.g. Alexander (vii. 11~21), Czesar (vii. 22—29),

Power over the minds of men (viii, 3). Fortune and advancement (viii. 4). Pleasure (viii. 5). Immortality (viii. 6).

Xenophon (vii. 30).

(To face Page 1.]