Pe OR 
82 OF THE ADVANCEMENT OF LEARNING. [12 
learning of them hath drawn on by consequence the 
superficial and unprofitable teaching and writing of them, 
as fitteth indeed to the capacity of children. Another is, 
a lack I find in the exercises used in the universities, 
which do make too great a divorce between invention 
and memory. For their speeches are either premeditate, 
in verbis concepits, where nothing is left to invention; or 
merely extemporal, where little is left to memory. Whereas 
in life and action there is least use of either of these, but 
rather of intermixtures of premeditation and invention, 
notes and memory. So as the exercise fitteth not the 
practice, nor the image the life; and it is ever a true rule 
in exercises, that they be framed as near as may be to 
the life of practice; for otherwise they do pervert the 
motions and faculties of the mind, and not prepare them. 
The truth whereof is not obscure, when scholars come 
to the practices of professions, or other actions of civil 
life; which when they set into, this want is soon found 
by themselves, and sooner by others. But this part, 
touching the amendment of the institutions and orders of 
universities, I will conclude with the clause of Czsar’s 
letter to Oppius and Balbus, Hoc quemadmodum fiert 
posstt, nonnulla miht in mentem veniunt, et multa reperirt 
possunt: de its rebus rogo vos ut cogitationem suscipiatis. 
13. Another defect which I note, ascendeth a little 
higher than the precedent. For as the proficience of 
learning consisteth much in the orders and institutions 
of universities in the same states and kingdoms, so it 
would be yet more advanced, if there were more intel- 
_ ligence mutual between the universities of Europe than 
now there is. We see there be many, orders and found- 
ations, which though they be divided under several 
sovereignties and territories, yet they take themselves to 
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