L I B. VJ. Of the Advancemeut of Learning, 2 1 < 



Thirdly it bchngsto Critick^Art (from whence it derives the namej^^ /»- 

 tcrpoje a brief c en Jure and judgement of the Authors which they tubliflj^and 

 to compare and value them with other Authors upon the fame fn'ojeci : That 

 by fuch acenfurethe Learned and Studious, may be both advertis'd of 

 the choice of Books , and come better provided to the perufing ofthem. 

 This laft duty is, as it were, the Chair of the Critickj, which many 

 great and famous men in our age have ennobled 3 greater fureJy in our 

 judgement, than for the model oiCriticks, 



II. For Pedantical knowledge^ it were fbonlaid, confult the Schools of 

 the Jefoites.for there is nothing for the fife andpr^ciilc better than their Pre' 

 cepts: but we will according to our manner, as it were, gleaning a 

 few ears, givefome'few advertifements. We do by all means approve a 

 CoUegiat education and injiitution of Childhood and Tohth j not in private 

 houles, nor only under Schoolmafters. There is in Colledges a great- 

 er emulation of Youth towards their equals 5 befides, there is the fight 

 and countenance of Grave men, which feems to command modefty ; 

 and fathions and moulds tender minds, even from their firft growth to 

 the lame Pattern : in fome there are many other utilities oi^ CoUegiat £- 

 dncation. 



§ For /Ac W^r and manner of Difciplinc, this I would principally 

 advifc^ thit Touth beware of compends and abridgements, and too for- 

 TPjrd fffaturation of knowledge, which mak^s men bold and confident j and 

 rather wants great proceeding, than caiifeth it. 



^ Further there is an indulgence to be given to the liberty and vent of 

 vaturc in particulars-:, as if there be any which performs fuch tasks as the 

 dilcipline of the place requires 3 and yet withal fteals fome hours to be- 

 ftow on other ftudies, to which he hath a natural propenlity j fuch a 

 difpofition by no means (hould be checkt or reftrain'd. 



§ Again, it will be worth the pains diligently to obferve (which 

 perchance hitherto hath not been noted) that there are two ways, and 

 they, as it v/erejreflexively oppofite, o^ training up of wits, and of exer- 

 cifing 2nd prepairng them. The one begins with the more eafie precepts; 

 and by degrees leads us to the more cliff cult ^ the other at firfi commands 

 and prejfeth more diffcult pra&ices, which when they are conquered, the 0- 

 therfweetly yield and are won with eafe. Fof it is one Method to pra- 

 ftile fwimmingby bladders which lift up, and another Adethod to pra- 

 ftife dancing with heavy fhooes, which prels down the Body j and it 

 is not eaiie to exprefs, how much a wile intcrmixtion of the(e Methods, 

 conduceth to the advancing of the faculties, both ofthe Mind and of the 

 Body. 



§ So the Application and Ele&ion of ftudies according to the propriety 

 of wits, which are infiru&ed, is a matter of ftngular uje and judgement j 

 a true andperfedt dijcovery whereof, Schoolmafiers andTutors ewe to the 

 Parents of children, from whom they may expeB fuch informations, that 

 fe they may the better advife upon the particular courfe of life, unto which 

 they would defign and dedicate theirfons.Eut this al fo is to be exaftly obfer- 

 ved that not only exceeding great progreffion may be made in thole ftu- 

 dieSjto which a man is fwayed by a natural proclivity^but alfo that there, 

 may be found, in j^/a-Z/cj properly felcfted for that purpofe, cures and 

 remedies to promote fuch kind of knowledge, to the impreffions where- 

 of, a man may. by fome imperfeftion of nature, be moft unapt and in- 



I'jfticient : 



