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One of the grand objects which so remarkably engage general attention at the present time, is to diffuse, as widely as possible, a little learning; to impart it to the children of the indigent; and, as far as may be practicable, to put it in the power of the whole rising generation to become readers. Learning admits of many degrees; and while but few can possess it in any of the highest degrees, it is the darling project of the age we live in, that all should possess it at least in some of the lowest.

A Poet of great and deserved celebrity has told us, that a little learning is a dangerous thing-and has admonished, to drink of it deep, else not to taste at all. Nor has scarcely a maxim in Holy Writ, been quoted more frequently, or with greater confidence of its truth. The dogma and monition of the poet, are to be received, however, with no small degree of caution; otherwise, there could be no encouragement for the general diffusion of learning, since it is only a little, that the generality can ever attain.

The two principal dangers which naturally arise from merely a little learning, are those of pedantry, and an aspiring temper. Let them both be viewed in a fair light.

At the time, when Pope penned the couplet to which I have reference, namely, in the early part of the last century, the bulk of the wealthy citizens even of London, especially of the female part, could neither write grammatically, nor spell correctly; as appears by sundry papers of the Spectator. Now in such a state of society, it is no wonder that those of little learning were vain of that little, and made themselves more obnoxious to ridicule by their pedantry, than the utterly illiterate were for their ignorance. But if a little learning were a possession, or acquirement, quite common, very few would be vain of it. Seldom, if ever, would a man be vain of his riches, if all other men were alike rich, or a woman of her beauty, if all other women were as beautiful as herself. And, by a parity of reason, neither man nor woman could ordinarily be vain of such measures of learning as were in the possession of the multitude. Hence it would seem to follow, that a general diffu

sion of learning would have a tendency to banish pedantry, rather than to increase the number of pedants. Yet, after all, some will be pedantic, and there is no help for it; for it lies in the brain. A weak mind, whether imbued with a little learning or with much, is prone to pedantry: of which, persons of strong, sound sense, are in no great danger, even though their learning be rather superficial than profound. Nor is pedantry confined to literature alone: one is a pedant in his peculiar way, whose conversation is altogether in the dialect of his own particular profession or calling, whether it be law, physic, arms, or trade.

That a little learning, as well as much, naturally tends to awaken an aspiring temper, must indeed be admitted. The more general the diffusion of knowledge, the greater will be the number of rival candidates for offices of honor and emolument; and of course, the greater will be the number of the disappointed and restless of those who would gladly sacrifice the repose of their country to the views of ambition and personal interest. So that, while the more general diffusion of knowledge will conduce to the greater equalization of mankind, it will also conduce to multiply bitter rivalries, unless the proper antidotes be seasonably applied.

Here, much, very much, will depend upon the quality of early Education.

Early education, of the truly christian character, by which the children are taught that the learning given them is for use, rather than show, and that the proper use of it is to meliorate their minds and hearts, and make them beneficial to the community; by which they are taught to control their appetites, to govern their passions, to moderate their desires, and to be watchful over their thoughts as well as actions, as those who must give an account; by which they are taught, in all cases, to adhere inflexibly to truth and equity; and by which they are taught to be submissive to lawful authority, to be content with the conditions which Providence allots them, and to seek the good of others as sincerely as their own:-Such an early education, accompanied with the divine blessing, might prevent the pernicious consequences, that, otherwise, would so naturally

spring out of a general diffusion of a small portion of learning. But, if the morals of the children be utterly neglected, or but very slightly attended to, their learning, whether more or less, will render them wise for evil, rather than for good.

Education, which is the means of unspeakable good, may be turned to direful evil. The same sun that expands the fragrant and beauteous rose, quickens the poison of the bohon upas.

CHAP. XLVIII.

Of adapting Education to the various callings of life.

In the wise economy of nature, there is a remarkable correspondence between the common standard of human capacities and the common occupations of life; in so much that a general enlargement, as well as a general contraction, of the natural capacities of mankind, while in this world, would be destructive to their interests.The first would set them above the ordinary business of life, while the last would reduce them below it; and in either case, the consequences would be deplorable.— Wherefore, while the necessary degree of intellect is dispensed to all, the splendid gifts of genius have been dealt out with a sparing hand.

But let not blind presumption attribute this frugal economy to any lack of power or of benevolence in the great First Cause. With him it is no less easy to create a Homer or a Newton, than to create a worm; nor is it possible that the Father of lights should grudge to impart a full necessary measure of the light of intellect. His wisdom and goodness are seen in what he withholds as well as in what he gives. If mankind generally were endowed with the capacious understanding of Bacon and Newton, or with the creative fancy of Shakespeare, while they would be "feeding on thought," and rapt in profound contemplations, or forming and combining in their minds innumerable gay and sportive images, there would be no man to till the ground; the

agricultural and mechanical employments, upon which life depends, would be despised and neglected, and such a race of philosophers and poets would soon be consum ed with famine. Accordingly, while, to the generality, have been denied those splendid talents, which, generally possessed, would render men insubordinate, discontented, and wretched; such an average portion of understanding has been bestowed, as qualifies them for subsisting on the planet they are destined to inhabit. Idiots excepted, to all are given the germin of abilities sufficient to render them useful in some or other of the necessary occupations of life.

Now, in the business of Education, it is prudent to follow the order and footsteps of nature. The visionary notion once so prevalent of converting the great mass of mankind into sage philosophers, is deserving of no other notice than that of ridicule or contempt. Were it to be effected, the order of nature would be deranged, the necessary laborious occupation of life would be scorned, and want and famishinent would be the inevitable consequences. Any one is well learned, who is fully adequate to his business and station. It is no disparagement or inconvenience to a farmer, a mechanic, or even a merchant, that he is not able to solve a problem in Euclid, or to construe Homer or Virgil:that he is not a proficient in the Newtonian philosophy, in Belles Lettres, or in any branch of scholarship else. If his learning be adequate to all the business of his particular calling, and to the various relations he stands in toward his Maker and towards society, it is sufficiently extensive.

Whatever of learning that is entirely foreign to one's business, is very apt to be worse than useless to him. If a farmer, whose livelihood depends upon his bodily labor, should spend that time in investigating the phi losophy of plants, which he ought to spend in hoeing them, he would merit ridicule and be sure to meet with poverty. A mechanic would quickly lose his customers, should he brandish his learning in their faces, and attempt to entertain them with scientific harangues, instead of performing their work with despatch and neatness. Nor would a merchant thrive in trade, who

should neglect his ledger for the study of Homer or Shakespeare; or who should be courting the muses when he ought to be posting his books or waiting upon his customers; or who should, in any way, sacrifice the character of diligence and punctuality to the ambition of distinction in learning or science.

This Latin adage will seldom fail-Par negotiis neque supra-That is, one should be equal to his business, but not above it. The misfortune of one's being educated below the business that one is destined to follow, is very apparent; and though less apparent, it is sometimes equally a misfortune to be educated above it. A common saying is-"It can do a child no harm to have learning." This is true in only a limited sense. While some learning is necessary to all, different degrees of it are requisite in different callings and professions; so that it is possible for one to have too much, as well as too little. Any kind of speculative knowledge or literary pursuit, that should cause a mail to scorn his calling, or divert him from the diligent prosecution of it, would be, to him, a nuisance rather than a benefit, and might prove the means of the utter ruin of his circumstances.

The world subsists by means of labor. This is the philosopher's stone that turns every thing to gold; or, what is much better, it nourishes and supports the whole human family. Wherefore, if speculative pursuits, whether literary or scientific, were to divert the gener ality from their laborious occupations, the interests of humanity would be ruined rather than improved. If the great mass of mankind, neglecting their useful and necessary callings, should attempt to become connoisseurs in the fine arts, or learned philosophers and metaphysicians, or should spend their time in viewing the sun through a telescope, or insects through a microscope, or like some European Academicians of the royal grade, in chasing butterflies and gathering cockle shells-such a universal deluge of learning, and of minute philosophers, would be nearly as fatal to the world as was the deluge of water in the time of Noah.

If the foregoing remarks are correct, it follows that, for the ordinary business and callings of life, well regu

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