Linguistic DNA - Concept Modelling Demonstrator

Word A	Word B	Word C	Word D	Occurrence	Frequency Band	MI	MI Band	Prominent
truth_n	babylon_n	great_a	zion_n	47	3	9.2982	5	false

ID	Title	Author	Corrected Date of Publication (TCP Date of Publication)	STC	Words	Pages
A45342	Vindiciæ literarum, the schools guarded, or, The excellency and vsefulnesse of humane learning in subordination to divinity, and preparation to the ministry as also, rules for the expounding of the Holy Scriptures : with a synopsis of the most materiall tropes and figures contained in the sacred scriptures : whereunto is added, an examination of John Websters delusive Examen of academies / by Thomas Hall ... ; in the end is annexed an elaborate defence of logick by a learned pen.	Hall, Thomas, 1610-1665.	1655 (1655)	Wing H442; ESTC R19229	111,014	276

burnt all books save the Bible c. but we know their end The seventh ARGUMENT If humane learning be needlesse then the erection of Universities and Schools of Learning would be vain for to what end were it to set up Schools of Philosophy Arts Sciences c. if none might learn theâ—â— But the erection of Universities and Schools of learning is not vain for wee read in Scripture of Schools and Colledges where the sonnes of the Prophets were trained up in learning and studied the Law of God that they might be fit to teach others Thus Samuel kept a School a Nâ—ioth in Ramah 1 Sam. 19.19 20. Elisha erects a School at Gilgal and there like a Tutour or Master instructs those young men called the sonnes of the Prophets 2 Kings 4.38 Wee read of another School at Bethel 2 Kings 2.3 and another at Iericho ver 5. and another at Mount Ephraâ—m 2 Kings 5.22 Paul was brought up at the feet of a learned Gamaliel Acts 22 3. with â— 1.39 By him 't is like he was informed in humane learning wherein he did excell â—s appears by his writings And therefore all zealous Constantines have in their severall generations been carefull to erect and incourage Schools and Nurseries of good literature and learning with all their might True the place can doe little if the spirit be wanting as Gregory super Ezâ—k 9 in another caâ—e â—aies but yet the spirit works by meanâ— and 't is good to â—it in the winds way we shall â—ail the sooner and the better for it Ob. There is no such expresse command in scripture for any such Schools of learning An. Yet there is that which is equivalent to it for we read of the Schools of the Prophets and of a Colledge 2 Kings 22.14 Huldah the Prophetesse dwelâ— in the Colledge i in the place where the Prophets and such as were children of the Prophets had their usuall abode as the late learned Annotaâ— well observe We read also that the sonnes and pupils of the Prophets had a peculiar place to dwell together in which upon their increase was too little for them and therefore they desire it may be enlarged 2 Kin. 6.1.2 c. A School to teach children to write and read is no where in expreâ—s tearâ—s commanded yet Sam How and Collier as â—lack as he is acknowledge thaâ— children ought to be taught to wriâ—e and read He that would see al the objections made against Universities more fully answered let him peruâ—e that leaâ—ned modest elaborate Treatise oâ— Mt â—lake Vindiciae foederit chap. 18. ã€ˆâ—Šã€‰ Caâ—vâ—nus Schoâ—as aperirâ— doctores constituâ— necâ—sse est nam si haec ordinaria media neglexerimus librorum aliarÃºmqueâ—erum ad studia necessariarum curam abjecerimus quâ—bus erudiantur praeparentur futari olâ—m divinae voluntatis testes qui ecclesiam aliqâ—o ordine regant horrendaâ— sanÃ¨ confusionem in eâ—clesiam in nostra capita derivabimus The eighth ARGUMENT If the quilders of Babylon have been and still are at great cost and charges to promote learning that they may the better destroy the tâ—uth surely then the builders of Zion who have farre better worke and shall have better wages ought to be more active this way but the builders of Babylon have been and still are at great cost and charges to promote learning that they may the better destroy the truth hence they have set up eighteen Universities in Spain eleven in Italy many in France and shall England have none to oppose them Some have pictured the world with its feet upwards to note unto us that all things in it are turned upside-down surely if Universities and Schools of good learning which our pious ancestours have been at such cost to erect should now be destroyed this picture of the world would soon be ours and a flood-gate would be opened to all errors heresies blasphemies profanenesse and barbarisme it selfe as we see amongst the savage Indians Hence this present Parliament acknowledge that for the propagation of the Gospell in New England Universities Schools and Nurseries of literature must be setled there for instructing and civilizing them See the Act for promoting the Gospell in New England The ninth ARGUMENT That which in it selfe considered is an excellent gift of God and is ordained by him for excellent ends and uses may in no wise be contemned by us But humane learning in it selfe considered is an excellent gift of God and is ordained by him for excellent ends and uses Ergo it may in no wise be contemned by us The Major is cleare The Minor I prove by its parts 1. Humane learning is an excâ—llent gift of God farre surpassing all the richâ—s and treasures of the world those adorne but the outward â—an this helps to enrich and enoble the soule which is the better part and therefore the holy Ghost commends the godly for their excellency in this particular as we have seen in the second Argument 2. God hath ordained it for excellent ends and uses It 's an excellent meanes to prepare us for the true Religion it helps to civilize us and to mollifie the harshnesse and mitigate the fiercenesse of our natures it roots up barbarisme beaâ—tlinesse cruelty c. onâ— of their own could say Ingenuas didicisse fideliter artes Emollit mores nec sinit esse feros Ovid. it helpes to preserve humane societies in peace it s also a meanes to improve and perfect our naturall gifts and abilities It fits us for noble atchievements and excellent imployments both in Church and State The tenth ARGUMENT That which haâ—n â—eâ—n commended to us by the unanimous consent of the Aâ—câ—ent Fathers and by the Church of God ever since in its â—uceeding generations ought not to be lightly rejected of us but the soâ—er and modest use of humane learning hath been commended to us by the Antient Fathers and by the Church of God ever since in its succeeding generations Ergo it ought nor to be lightly rejected of us The Major no â—ober â—an will deny The â—â—nor I prove 1. See Austin de Doct Christiana l. 2. total and Epist. 13â— where he pleads for â—raâ—mar Rhetorick Logick c. 2. See Ierom Epist 84. ad Magnum 102. ad Marcellam Praef. in Iob. So Clemens Alâ—xandrâ—nus l 1 andâ— Stromat Iâ—a Bâ—siâ— us Maâ—nâ—â— ad Nepotes de legendiâ— Eâ—â— nicâ—s Scriptor bâ—s Terâ—ul in Apolog in Apocal. c. 5. â—ustâ—n Martyr Orat ad Gentil S n Râ—m Cypâ—ian Epist ad â—ornelium Nâ—â—zâ—anzon â—â—uditeâ— em Basilâ—â—â— Ethâ—tcis scriptorious vehemâ—eâ—ter câ—mmeâ—dat Lactantâ—â— ille Firmâ—â—nus â—mnâ—a ã€ˆâ€¦ã€‰ is oratâ—ribus Pâ—ilosophis confirmaâ— c. Diluuntur Sophismata CHAP. II. I Come now to answer al the Cavâ—ls and Objections which Anabaptists Antinoâ— ians Familists and Libeâ—â—ines c. have fiamed against humane learning When one had made a long Oâ—ation in the praise of Hercules ne asked hiâ— Quis illum viâ—uâ—eâ—avit who ever

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