On Learning and-the Arts. 445 
do not debauch his mind, nor lead him to the 
borders, if not into the open field of vice. There 
is certainly an extreme.in the judgment of each, 
but with which extreme the just estimate of 
character and dignified enjoymentis most likely 
to be found, isleft to the Genevan philosopher to 
calculate. 
In fine, learning and politeness may be cotem- 
poraneous cyents,in the history of man, and they 
may each be deriyed from their proper source ; 
but they are neither of them the parent of the 
other, nor do they kindly mix in any relationship 
or aflinity. . To derive politeness from learning, 
and charge to her account the vices of the tice 
whatever these vices be, merely because learning 
and politeness may be co-existent, is one of those 
sophims, which logicians class under the name of 
mon causa pro cdusd. Ifthe error proceed from 
design, it is criminal; if it proceed from igno- 
rance, and a confused understanding, it is con- 
temptible in one, who pretends to the character 
of a philosopher, and a censor of the follies of 
his day. 
Learning and civility appear both to be derived 
from the same circumstances in the condition of 
man ; but if civility be a vice, learning is not to 
be accused on this account. The field produces 
the grain and the weed. Is the salutary plant 
accused, because the useless or even the noxious 
