On the Ufes of Claffical Learning. 129 
eave the grain and fruits, which fhould be the 
fupport of life, to perifh and to rot ? 
The example of fome of our enlightened neigh- 
bours on the continent, may, perhaps, be worthy 
our imitation. They ftudy the ancients, but they 
ftudy them to read and imitate them. They are 
not devoted to this ftudy alone ; they make them- 
felves mafters not only of the ancient, but of the 
modern languages ; they can converfe with the well 
informed of other nations, and they can read their 
works. Thus an infinite extent of knowledge is 
opened to their view; and they are lefs likely to be 
the flaves of prejudice than the cloiftered pedant, 
who expects to find the whole of knowledge in the 
blind reveries of ancient fcholiafts—whofe philo- 
fophy is locked up in Plato, whofe morals and 
politics are only derived fiom Ariftotle, and who 
regard the tales of Pliny, as the perfection of natural 
fcience, 
It is by eftimating truly the advantages of claffical 
learning, and not by over-rating its importance, 
that we can give it relpect, or promote its cultiva- 
tion, 
I think an acquaintance with the ancient Jan- 
guages, effential to the formation of an accomplifhed 
character; but if a man would be accomplifhed he 
muft not ftop there—he muft not expect to find in 
the ancients what they do not contain; or ‘fee in 
Homer, more than Homer knew,” ! 
R Were 
