And if Alexander made such a liberal assignation to Aristotle of treasure for the allowance of hunters, fowlers, fishers, and the like, that he mought compile an history of nature, much better do they deserve it that travail in arts of nature. Another defect which I note, is an intermission or neglect in those which are governors in universities of consultation, and in princes or superior persons of visitation; to enter into account and consideration, whether the readings, exercises, and other customs appertaining unto learning, anciently begun and since continued, be well instituted or no; and thereupon to ground an amendment or reformation in that which shall be found inconvenient. For it is one of your Majesty's own most wise and princely maxims, "that in all usages and precedents, the times be considered wherein they first began; which if they were weak or ignorant, it derogateth from the authority of the usage, and leaveth it for suspect." And therefore inasmuch as most of the usages and orders of the universities were derived from more obscure times, it is the more requisite they be re-examined. In this kind I will give an instance or two, for example's sake, of things that are the most obvious and familiar. The one is a matter, which, though it be ancient and general, yet I hold to be an error; which is, that scholars in universities come too soon and too unripe to logic and rhetoric, arts fitter for graduates than children and novices. For these two, rightly taken, are the gravest of sciences, being the arts of arts; the one for judgment, the other for ornament. And they be the rules and directions how to set forth and dispose matter: and therefore for minds empty and unfraught with matter, and which have not gathered that which Cicero calleth _sylva_ and _supellex_, stuff and variety, to begin with those arts (as if one should learn to weigh or to measure or to paint the wind) doth work but this effect, that the wisdom of those arts, which is great and universal, is almost made contemptible, and is degenerate into childish sophistry and ridiculous affectation. And further, the untimely 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 conceptis_, 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.