understood in this scholar's own time (as we learn from the secret traditions of the school) to have had its first germination: this idea which is the idea of the modern learning--the idea of connecting knowledge generally and in a systematic manner with the human conduct--knowledge as distinguished from pre-supposition--the idea which came out afterwards so systematically and comprehensively developed in the works of his great contemporary and partner in arts and learning. We must look at this, as well as at some other demonstrations of which this time was the witness, to see what new mastership this is that was coming out here so signally in this age in various forms, and in more minds than one; what soul of a new era it was that had laughed, even in the boyhood of its heroes, at old Aristotle on his throne; that had made its youthful games with dramatic impersonations, and caricatures, and travesties of that old book-learning; that in the glory of those youthful spirits--'the spirits of youths, that meant to be of note and began betimes'--it thought itself already competent to laugh down and dethrone with its 'jests'; that had laughed all its days in secret; that had never once lost a chance for a jibe at the philosophy it found in possession of the philosophic chairs--a philosophy which had left so many things in heaven and earth uncompassed in its old futile dreamy abstractions. Unless philosophy can make a Juliet, Displant a town, reverse a prince's doom, Hang up philosophy, was the word of the poet of this new school in one of his 'lofty and passionate' moods, at a much earlier stage of this philosophic development. 'See what learning is!' exclaims the Nurse, speaking at that same date from the same dictation, for there is a Friar 'abroad' there already in the action of that play, who is undertaking to bring his learning to bear upon practice, and opening his cell for scientific consultation and ghostly advice on the questions of the play as they happen to arise; and it is his apparent capacity for smoothing, and reconciling, and versifying, not words only, but facts, which commands the Nurse's admiration. This doctrine of a practical learning, this part operative of the new learning for which the founders of it beg leave to reintegrate the abused term of Natural Magic, referring to the Persians in particular, to indicate the extent of the field which their magical operations are intended ultimately to occupy; this idea, which the master of this school was illustrating now in the Tower so happily, did not originate in the Tower, as we shall see.