Sidney focuses his defense of poetry now, by launching into the first of two “Examination” sections. This first examination is primarily concerned with comparing poetry with other literary genres. He begins by establishing the premise that the pursuit of learning relies on three factors: “enriching of memory, enabling of judgement, and enlarging of conceit” (28)—the latter of which he means inventiveness. Furthermore, the author argues that poetry is best suited to the highest aim of learning, which he takes to be “virtuous action” (29).

Sidney discusses moral philosophy, the literary genre concerned with identifying and teaching virtue, and argues that it does so through “definitions, divisions, and distinctions” (29); that is, through the application of theory. History, too, can teach virtue, but the author points out that historians are restricted to the straightforward reporting of fact. As Sidney puts it: “[Philosophy] giveth the precept, and [history] the example” (31).

Poetry emerges as the “moderator” (31) between these two genres and their strengths, joining philosophy’s theory of virtue with history’s vivid storytelling. In comparison with philosophy, Sidney explains that poetry “coupleth the general notion [of virtue, as defined by philosophers] with the particular example” (32), in a way that philosophy does not.