Selected quad for the lemma: truth_n

Word A	Word B	Word C	Word D	Occurrence	Frequency Band	MI	MI Band	Prominent
truth_n	ability_n	able_a	according_a	28	3	4.3443	4	false

Text snippets containing the quad

ID	Title	Author	Corrected Date of Publication (TCP Date of Publication)	STC	Words	Pages
A37083	The reformed librarie-keeper with a supplement to The reformed-school, as subordinate to colleges in universities / by John Durie ; whereunto is added, I. An idea of mathematicks II. The description of one of the chiefest libraries which is in Germanie ...	Dury, John, 1596-1680.; Hartlib, Samuel, d. 1662.; Pell, John, 1611-1685. Idea of mathematicks.; Schwartzkopf, Johann, 1596-1659. Bibliotheca augusta ... quae est Wolferbyti.	1650 (1650)	Wing D2882; ESTC R7272	22,097	70

THE REFORMED LIBRARIE-KEEPER With a Supplement to the Reformed-School As subordinate to Colleges in Universities BY JOHN DURIE Whereunto is added I. An Idea of Mathematicks II. The description of one of the chiefest Libraries which is in Germanie erected and ordered by one of the most Learned Princes in Europe LONDON Printed by William Du-Gard and are to bee sold by Rob. Littleberrie at the sign of the Vnicorn in Little Britain 1650. To the Reader Learned Reader THese Tracts are the fruits of som of my Sollicitations and Negotiations for the advancement of Learning And I hope they may in time becom somwhat effectual to rais thy Spirit to the exspectation of greater things which may bee raised upon such grounds as these All which are but preparatives towards that perfection which wee may exspect by the advancement of the Kingdom of Christ wherein the Communion of Saints by the graces of the Spirit will swallow up all these poor Rudiments of knowledg which wee now grope after by so manie helps and till then in those endeavors I rest in the Truth Thy faithfull and unwearied servant SAMUEL HARTLIE A SUPPLEMENT TO THE Reformed School Loving freind YOu have offered to mee that which I confess I did not reflect upon when I wrote the discours you have Published under the name of a Reformed School which is that som may think by the waie of Education which I propose all Universities and eminent places of Learning might subtilly bee undermined and made useless becaus therein a waie is shew'd how to initiate youths not onely to the Principles of all Religious and Rational knowledg and in the Exercises of all Moral virtues but in the grounds of all Civil emploiments so far as will make them fit for all profitable undertakings in humane societies whence this will follow in their apprehensions that they shall have no advantage by beeing sent to anie Universities to attein anie further perfection becaus the Universities will not bee able to add anie thing unto them which by their own Industrie they may not afterward attein anie where els as well as there Truly it never came into my thoughts either directly or indirectly to make Universities useless nor can it bee rationally infer'd from anie thing in the matter form or end of that discours of mine but I will grant that such as can see no further then what wee now ordinarily attein unto and withal think that there is no Plus ultra in nature atteinable above that which they have conceived such as I saie may frame to themselv's this jealousie against that discours but if they would rais their thoughts with mee a little above the ordinarie pitch and consider what the Nature of man is capable off and how far it may by diligent instruction by Method and Communication bee improved they might rather bee induced to make this inference if the natural abilities of youths in a School when reformed may bee thus far improved how far more may they bee improved when they are past the age of Youth and com to Manhood in Colleges and Universities if namely Colleges and Universities could in the sphere of their activities bee proportionally Reformed as the Schools may bee in their sphere for it is rational to conclude thus if the first step of our Reformation will lead us thus far how far will the second and third lead us and if Scholastical Exercises in Youths of eighteen or twentie years will advance them to that perfection of Learning and Virtues which few of double their age or none almost ever attein unto what will Collegial and Academical Exercises if reformed and set upon their proper Objects bring them unto I shall therefore to eas you or such as may have this scruple and jealousie over mee declare that my purpose is so far from making Colleges and Universities useless that if I might have my desire in them they should becom a thousand times more useful then now they are that is as far above the ordinarie State wherein they are set as this School is above the ordinarie waie of Schooling for if wee look upon the true and proper ends of School College and Universitie-studies and Exercises wee shall see that as in nature they are in a gradual proportion distant from and subordinate unto each other so they ought to rise one out of another and bee built upon each other's Foundations The true and proper end of Schooling is to teach and Exercise Children and Youths in the Grounds of all Learning and Virtues so far as either their capacitie in that age will suffer them to com or is requisite to apprehend the principles of useful matters by which they may bee made able to exercise themselvs in everie good Employment afterwards by themselvs and as the Proverb is sine Cortice natare The true and proper end of Colleges should bee to bring together into one Societie such as are able thus to Exercise themselvs in anie or all kind of Studies that by their mutual Association Communication and Assistance in Reading Meditating and conferring about profitable matters they may not onely perfit their own Abilities but advance the superstructures of all Learning to that perfection which by such means is attainable And the true and proper End of Universities should bee to publish unto the World the Matters which formerly have not been published to discover the Errors and hurtfulness of things mistaken for Truths and to supplie the defects and desiderata which may bee servicable to all sorts of Professions Now according to those aimes and ends I suppose it may bee inferred that none should bee dismissed out of the Schools till they are able to make use of all sorts of Books and direct themselvs profitably in everie cours of Studie or Action whereunto their Genius shall lead them and that none should bee admitted into anie Colleges but such as will join with others to elaborate som profitable Tasks for the Advancement and facilitating of superstructures in things already by som discovered but not made common unto all And that none should bee made Publick Professors in Universities but such as have not onely a Publick aim but som approved Abilities to supply som defects and to Elaborate som desiderata of usefull knowledg or to direct such as are studious how to order their thoughts in all Matters of search and Meditation for the discoverie of things not hitherto found out by others but which in probabilitie may bee found out by rational searching Thus then I conceiv that in a well-Reformed Common wealth which is to bee subordinate unto the Kingdom of Jesus Christ wherein the Glorie of God the happiness of the nature of man and the Glorious libertie of the Sons of God is to bee revealed all the subjects thereof should in their Youth bee trained up in som Schools fit for their capacities and that over these Schools som Overseers should bee appointed to look to the cours of their Education to