THe opinion of Cicero was good , who , 1. Booke of Offices . that his sonne Marke might proue such a one in that kind of learning , which himselfe had made choise of , as he desired ; iudged , that it sufficed to send him to a place of studie , so renowmed and famous in the world , as that of Athens , and to giue him Cratippus for his schoolemaister , who was the greatest Philosopher of those daies , bringing him vp in a citie so populous , where , through the great concourse of people which thither assembled , he should of necessitie haue many examples and profitings of strangers , fit to teach him by experience those things which appertained to the knowledge that himselfe was to learne . But , notwithstanding all this diligence , and much more besides , which ( as a good father ) he vsed , prouiding him bookes , and writing some vnto him of his own head ; the Historians report , that he prooued but a Cods-head , with little eloquence , and lesse philosophie , ( a matter vsuall amongst men , that the sonne abies the much wisedome of the father . ) Verely Cicero greatly beguiled himselfe , imagining that albeit his sonne were not issued out of natures hands , with that wit and habilitie which is requisit for eloquence and philosophie , yet by means of the good industrie of such a teacher , and the many books , and examples of Athens , togither with the yoong mans continuall endeuour , and processe of time , the defects of his vnderstanding would be amended : but we see , that finally he deceiued himselfe , neither do I maruell thereat , for he had many examples to this purpose , which encouraged him to beleeue , that the same might also befall in the person of his sonne .

For the same Cicero reports in his booke of Destinie , that Zenocrates had a wit very vntoward for the studie of Booke of Destinie . Naturall and Morall philosophie , of whome Plato sayd , That he had a scholer , who stood in need of a spurre ; and yet notwithstanding , through the good industrie of such a maister , and the continuall trauell of Zenocrates himselfe , he became a very great Philosophèr . And he writes the like also of Cleantes , who was so doltish and void of vnderstanding , that no teacher would receiue him into his schoole ; whereat the yoong man agreeued and ashamed , endured so great toile in studying , that he came afterwards to be called a second Hercules for wisedome . No lesse vntoward for matters of eloquence , seemed the wit of Demosthenes , of whome it is sayd , that when he was now growne big , he could not yet speake plaine , but labouring and applying the art , by hearing of good teachers , he proued the best Oratour of the world : and specially ( as Cicero recounts ) he could not pronounce the letter , R , for that he did somwhat stammer , and yet by practise he grew to articulat it so well , as if he had neuer had that way any defect . Hence tooke that prouerbe his originall , which saith , That mans wit in matters of science , is like a plaier at dice , for if any one prooue vnluckie in throwing his chaunce , by artificiall practise he comes to amend his euill fortune . But none of these examples produced by Cicero , remains without a conuenient answer in my doctrine : for ( as we will hereafter proue ) there is in yongmen a certaine dulnes , which argues a greater wit in another age , than if the same had bene sharpe from their childhood : nay it is a iudgement that they will prooue lowtish men , when they begin very soone to discourse and be quicke of conceipt . Wherefore , if Cicero had known the true tokens by which wits are in their first age to be discouered , he would haue held it a good signe , that Demosthenes was rude and slow of speech , and that Zenocrates had need of a spurre whilest he learned . I take not from a good instructor art , and industrie , their vertue and force , to manure wits , as well rude as pliant : but that which I will say , is , that if a yoong man haue not of himselfe an vnderstanding capable of precepts and rules , which properly belong to the art he would learne , and to none other , that the diligence * Dialoge of knowledge . By the only vnderstanding of Socrates , may this comparison be verefied , for he taught by demaunds , and handled the matter so , that the scholler himselfe attained to knowledge , without his telling him the same . vsed by Cicero with his sonne , was as vaine as that which any other parent shal vse with his sonne , will be in the like . Those who haue read Plato shall easily know , that this doctrine is true , who reports that Socrates was the sonne ( as he also reported himselfe ) of a midwife , & that as his mother ( albeit she were much praised in the art ) could not make a woman to be deliuered , that before her comming to her was not with child ; so he ( performing the like office as his mother ) could not make his scholers bring foorth any science , if of themselues they had not their vnderstanding conceiued therwith . He was of opinion , that sciences were ( as it were ) naturall to those men only , who had their wits appliable therevnto ; and that in such it befell , as we see by experience in those who haue forgotten somewhat which they first knew , who if we put them in mind but of one word , gather from that all the residue .

Maisters ( for ought that I can gather ) haue none other office with their schollers , than to bring learning to their remembrance , for if they haue a fruitfull wit , they make them with this only to bring forth woonderful conceipts , otherwise they do but afflict themselues , and those whom they instruct , nor euer obtaine their desires . And ( at least if I were a teacher ) before I receiued any scholer into my Mans Wisedome , is not Remembrance : wherefore we haue here aboue spoken against Plato , for that he held this opinion . schoole , I would grow to many trials and experiments with him , vntill I might discouer the qualitie of his wit , and if I found it by nature directed to that science whereof I made profession , I would willingly receiue him , for it breeds a great contentment in the teacher , to instruct one of good to wardlinesse : and if not , I would counsaile him to studie that science , which were most agreeable with his wit . But if I saw , that he had no disposition or capacitie for any sort of learning , I would friendly and with gentle words tell him ; Brother , you haue no means to proue a man of that profession which you haue vndertaken , take care not to loose your time and your labour , and prouide you some other trade of liuing , which requires not so great an habilitie as appertaineth to learning . Hereof is seene very plaine experience , for we behold a great number of schollers enter the course of whatsoeuer science , and ( be the teacher very good or very bad ) finally euery day some prooue of great skill , some of meane , and some in their whole course , haue done nought else than leese their time , spend their goods , and beat their brains without any maner of profit .

I wot nere whence this effect may spring , they all hearing one selfe teacher , and with equall diligence and care , and perhaps the dull take more paine than the wittie , and this difficultie growes the greater , by seeing that those who are vntoward for one science , are very apt to another , and the toward in one sort of learning , passing to another sort , can vnderstand nothing . But my selfe am at least a good witnesse in this truth ; for there were three companions of vs , who entered together to studie the Latine toong , and one of vs learned the same with great facilitie , the rest could neuer make any commendable composition ; but all passing on to Logicke , one of those who could not learne Grammer , proued in that art a principall Aegle , and the other two , in the whole , neuer learned one ready point ; then all three comming to heare Astrologie , it was a matter worthie of consideration , that he who could no skill of Latine or Logicke , in few daies knew more in Astrologie than his maister that taught them , and the rest could neuer learne it . I then maruelling hereat , began forth with to make discourses , and play the Philosopher hereon , and so I found that euery science required a speciall and particular wit , which reaued from that , was little worth in other sorts of learning . And if this be true ( as verely it is , and we will so proue it hereafter ) he that at this day should enter into the schooles of our times , making proofe and assay of the scholers wits , how many would he change from one science to another , & how many would he send into the fields for dolts and vnable to learne ? and how many would he call backe of those , who for want of abilitie are occupied in base exercises , and yet their wits were by nature created only for learning ? but sithens this cannot be brought about nor remedied , it behooues to stay no longer hereon , but to passe forward .

It cannot be denied , but that ( as I haue sayd ) there are wits found capable of one science , which are vntoward for another : and therefore it behooues , before the child be set to studie , to discouer the manner of his wit , and to see what science agreeth with his capacitie , and then to prouide that he may applie the same . But it is necessarie also to consider , that this which hath bene sayd , sufficeth not to make a man prooue sufficiently learned , but we must haue regard of other conditions no lesse requisit than is this of towardlinesse . For Hippocrates sayth , that mans wit holds the like proportion with knowledge , as the earth doth with seed , which though of her selfe she be fruitfull and fat , yet it behooues to mannure her , and vse aduisement to what sort of seed her naturall disposition enclineth ; for euery sort of earth cannot without distinction , produce euery sort of seed . Some better brings foorth Wheat than Barley , and some Barley better than Wheat ; and of Wheats some bring a plentifull increase of good Lammas Wheat , and cannot away with the Basest sort .

Neither doth the good husbandman content himselfe to make this only distinction , but after he hath manured the earth in due season , he lookes for conuenient time to sow it , for it cannot be done at all times of the yeare , and after that the graine is sprung vp , he clenseth and weedeth it , that it may encrease and grow , giuing the fruit which of the seed is expected . After this sort , it is necessarie that the science being knowne , which best fitteth with the person , he begin to studie from his first age , for this ( sayth Aristotle ) is the most pliant of all others to learning . Moreouer , mans life is very short , and the arts long and toilsome , for which it behooues that there be time sufficient to know them , and space to exercise them , and therewith to profit the common wealth . Childrens memorie ( sayth Aristotle ) is a table without any picture , because it was but a little while since they were borne , and so they receiue any thing whatsoeuer with facilitie ; and not as the memorie of old men , which full of those many things they haue seene in the long course of their life , is not capable of more : and therefore Plato sayth , that in the presence of youth , we should recount honest tales and actions , which may incite them to vertuous doings , for what they learne In the second age called youth , a man makes an vnion of all the differences of wit , in such as they may be vnited , for that this age is more temperat than all the rest : wherfore it is vnfitting to let it passe without learning of knowledge , whereby a man may liue . in that age , abides still in their minds , and not ( as Galen sayth ) that then it behooues to learne the arts , when our nature hath accrued al the forces that she can haue ; which point is void of reason if you admit no distinction . He that is to learne the Latine tongue or any other language , ought to do it in his childhood , for if he tarrie till the bodie be hardened , and take the perfection that it ought to haue , he shall neuer reape auaileable profit . In his second age , namely boyes state , it is requisit that he trauaile in the art of Syllogismes , for then the vnderstanding begins to display his forces , which hath the same proportion with Logicke , as shackles haue with the feet of mules not yet trayned , who going some daies therewith , take afterward a certaine grace in their pace : so our vnderstanding shackled with the rules & precepts of Logicke , takes afterwards a gracefull kind of discoursing and arguing in sciences and disputations . Then followes youth , in which all the sciences appertaining to the vnderstanding may be learned , for that hath a ripened knowledge .

True it is , that Aristotle excepteth naturall Philosophie , saying , a yoong man is not of fit disposition for this kind of doctrine , wherein it seemeth he hath reason , for that it is a science of deeper consideration and wisedome than any other .

Now the age thus knowne , in which sciences are to be learned , it behooues to search out a commodious place for the same , where nothing else saue learning may be handled , and such are the Vniuersities : but the youth must forgo his fathers house , for the dandling of the mother , brethren , kindred , and friends which are not of his profession , do greatly hinder his profiting . This is plainly seene in the scholers who are natiue of the cities and places where Vniuersities are seated , none of which ( saue by great miracle ) euer become learned . And this may easily be remedied , by changing of Vniuersities , and the natiue of one citie going to studie in another . This faring , that a man takes from his owne countrie to make himselfe of woorth and discretion , is of so great importaunce , that there is no maister in the world who can teach him more , and especially , when a man sees himselfe ( sometimes ) abandoned of the fauour and delights of his countrie . Depart out of thy land ( sayd God to Abraham ) and seuer thy selfe from amidst thy kindred and thy fathers house , and come to the place where I will shew thee , in which thou shalt make thy name great , & I will giue thee my blessing . The like sayes God to all men , who desire to prooue of value and wisedome : for albeit he can blesse them in their natiue countrie , yet he will , that men dispose themselues by this meane which he hath ordained , and that wisdome be not attained by them with idlenesse . All this is meant with a foregoing presupposall , that a man haue a good wit and be apt , for otherwise , He that goes a beast to Rome , returns a beast againe . Little auailes it , that a dullard go to learne in the famous places of studie , where there is no chaire of vnderstanding , nor wisedome , nor a man to teach it .

The third point of diligence is , to seeke out a maister who hath a direction and method in teaching , whose doctrine is sound and firme , not sophisticall nor of vaine considerations : for all that the scholler doth , whilest he is a learning , is to credit all that which his maister propounds vnto him , for he hath no sound iudgement or discretion to discerne or separat falshood from truth , albeit this is a chauncefull case , and not placed in the choise of such as learne , that the scholers come in due time to studie , and that the Vniuersities haue good or vnfit instructers ; as it befell certaine Phisitions , of whome Galen reports , that hauing conuinced them by many reasons and experiments , and shewed them , that the practise which they vsed was false and preiudiciall to mens health ; the tears fell from their eyes , and in his presence they began to curse their hard hap , in lighting on such bad maisters as bare sway during the time that they were learners . True it is , that there are found some schollers of so ripe wit , as they straightwaies looke into the condition of the teachers , and the learning which he teacheth , and if it be vitious , they know how to confute the same , and to giue allowance to such as deliuer soundly ; these at the yeares end teach their maister much more than their maister taught them ; for doubting & demaunding wittily , they make him to vnderstand and answer things so exquisit , as he himselfe neuer knew nor should haue knowne , if the scholler with the felicitie of his wit , had not brought them to his mind : but those who can do this , are one or two at the most , and the dullards are infinit , through which , it would do well ( seeing this choise and Examination of Wits for euery science is not had ) that the Vniuersities alwaies made prouision of good teachers , endued with sound learning , and a cleere discerning wit , to the end they may not instruct the ignorant in errours and false propositions .

The fourth diligence requisit to be vsed , is to studie euerie science with order , beginning at his principles , and passing through the midst to the end , without hauing matter that may presuppose another thing before . For which cause , I haue alwaies held it an errour , to heare many lessons of diuers matters , and to carrie them all home fardled vp together . By this means there is made a masse of things in the vnderstanding , which afterwards , when they come to practise , a man knowes not how to turne to vse the precepts of his art , nor to assigne them a place conuenient : and it is much better to bestow labour in euery matter by it selfe , and with that naturall order which it holds in his composition , for in the selfe manner as it is learned , so is it also preserued in the memorie . And more in particular , it is necessarie that they do this , who of their owne nature haue a confused wit : and this may easily be remedied by hearing one matter by it selfe , and that being ended , to enter into the next following , till the whole art be atchieued . Galen well vnderstanding of how great importance it was to studie matters with order and conceit , wrot a booke to teach the manner that was to be held in reading his works , to the end that the Phisition might not be tangled in confusion . Others adde herevnto , that the scholler , whilest he learneth , haue but one booke which may plainly containe the points of his learning , and that he attend to studie that only and no more , least he grow into a garboile and confusion , and herein they are warranted by great reason .