P. 12, l. 11. the Moderns were much the more ancient of the two. Cf. Bacon, Advancement of Learning (ed. Pollard), p. 198, 'These times are the ancient times, when the world is ancient, and not those which we account ancient ordine retrogrado, by a computation backward from ourselves': Fontenelle, Pluralité des Mondes ed. 1686, p. 350, 'les anciens étaient jeunes auprès de nous': and Perrault's Parallèles (1st dialogue), 'notre siècle est postérieur à tous les autres et par conséquent le plus ancien de tous.'
P. 13, l. 10. Temple, see pp. xiv. and foll, of Introduction: it was Temple who introduced the Ancient and Modern Learning Controversy into England.
P. 13, l. 19. Things were at this crisis, &c. The apologue of the Spider and the Bee is an expansion of one of Temple's arguments (see pp. 53-5 of Appendix).
P. 14, l. 3. all after the Modern way of fortification. The advocates of the Moderns claimed that in this art the Ancients had been excelled: cf. the fifth dialogue of Perrault's Parallèles.
P. 14, l. 22. Beelzebub, the god of flies.
P. 16, l. 18. opposite, opponent, Cf. Hamlet, V. ii. 60-2:
Between the pass and fell incensed points
Of mighty opposites.
P. 17, l. 6. to shew my improvements in the mathematics. Mathematics was a subject in which it was claimed that the Moderns had excelled the Ancients. Cf. Wotton's Reflections, Chap. XIV. and pp. 77-86 of Appendix to this vol. Improvements in fortification were supposed to be a result of increased mathematical knowledge. Cf. T. iii. 470, 1.
