Partial knowledge is more triumphant than complete knowledge; it takes things to be simpler than they are, and so makes its theory more popular and convincing.
First therefore let us seek the dignity of knowledge in the archetype or first platform, which is in the attributes and acts of God, as far as they are revealed to man and may be observed with sobriety; wherein we may not seek it by the name of Learning; for all Learning is Knowledge acquired, and all Knowledge in God is original: and therefore we must look for it by another name, that of Wisdom or Sapience, as the Scriptures call it.
Crowns have their compass-length of days their date-
Triumphs their tomb-felicity, her fate-
Of nought but earth can earth make us partaker,
But knowledge makes a king most like his Maker.
To know how little one knows is to have genuine knowledge. Not to know how little one knows is to be deluded. Only those who know when they are deluded can free themselves from such delusion. The intelligent people are not deluded, because they know and accept their ignorance as ignorance, and thereby have genuine knowledge.
Of lower states, of acts of routine and sense, we can tell somewhat; but the masterpieces of God, the total growths and universalmovements of the soul, he hideth; they are incalculable. I can know that truth is divine and helpful; but how it shall help me I can have no guess, for so to be is the sole inlet of so to know.
For myself, I like a universe that, includes much that is unknown and, at the same time, much that is knowable. A universe in which everything is known would be static and dull, as boring as the heaven of some weak-minded theologians. A universe that is unknowable is no fit place for a thinking being. The ideal universe for us is one very much like the universe we inhabit. And I would guess that this is not really much of a coincidence.
For there is a great difference in delivery of the mathematics , which are the most abstracted of knowledges, and policy , which is the most immersed. And howsoever contention hath been moved , touching a uniformity of method in multiformity of matter, yet we see how that opinion, besides the weakness of it, hath been of ill desert towards learning, as that which taketh the way to reduce learning to certain empty and barren generalities; being but the very husks and shells of sciences, all the kernel being forced out and expulsed with the torture and press of the method.