(1) There remain two appendices touching the tradition of knowledge, the one critical, the other pedantical. For all knowledge is either delivered by teachers, or attained by men’s proper endeavours: and therefore as the principal part of tradition of knowledge concerneth chiefly writing of books, so the relative part thereof concerneth reading of books; whereunto appertain incidently these considerations. The first is concerning the true correction and edition of authors; wherein nevertheless rash diligence hath done great prejudice. For these critics have often presumed that that which they understand not is false set down: as the priest that, where he found it written of St. Paul Demissus est per sportam, mended his book, and made it Demissus est per portam; because sporta was a hard word, and out of his reading: and surely their errors, though they be not so palpable and ridiculous, yet are of the same kind. And therefore, as it hath been wisely noted, the most corrected copies are commonly the least correct.

The second is concerning the exposition and explication of authors, which resteth in annotations and commentaries: wherein it is over usual to blanch the obscure places and discourse upon the plain.

The third is concerning the times, which in many cases give great light to true interpretations.

The fourth is concerning some brief censure and judgment of the authors; that men thereby may make some election unto themselves what books to read.

And the fifth is concerning the syntax and disposition of studies; that men may know in what order or pursuit to read.

(2) For pedantical knowledge, it containeth that difference of tradition which is proper for youth; whereunto appertain divers considerations of great fruit.

As first, the timing and seasoning of knowledges; as with what to initiate them, and from what for a time to refrain them.

Secondly, the consideration where to begin with the easiest, and so proceed to the more difficult; and in what courses to press the more difficult, and then to turn them to the more easy; for it is one method to practise swimming with bladders, and another to practise dancing with heavy shoes.

A third is the application of learning according unto the propriety of the wits; for there is no defect in the faculties intellectual, but seemeth to have a proper cure contained in some studies: as, for example, if a child be bird-witted, that is, hath not the faculty of attention, the mathematics giveth a remedy thereunto; for in them, if the wit be caught away but a moment, one is new to begin. And as sciences have a propriety towards faculties for cure and help, so faculties or powers have a sympathy towards sciences for excellency or speedy profiting: and therefore it is an inquiry of great wisdom, what kinds of wits and natures are most apt and proper for what sciences.

Fourthly, the ordering of exercises is matter of great consequence to hurt or help: for, as is well observed by Cicero, men in exercising their faculties, if they be not well advised, do exercise their faults and get ill habits as well as good; so as there is a great judgment to be had in the continuance and intermission of exercises. It were too long to particularise a number of other considerations of this nature, things but of mean appearance, but of singular efficacy. For as the wr............