On Learning and the Arts. 455 
» and torpor of savage life, but that it ministered 
to this native love of truth in the mind of man, 
to that ardour of a rational mind, which, when 
awakened, pursues with avidity and with unsated 
gratification the disceveries which nature unfolds 
to the diligent enquirer. This is the spirit and 
genius of learning, and most unlikely to have 
inspired the wily arts of polished life. 
The question is not therefore, whether polite- 
_ness, and even learning, may not be seized by 
vicious men, and perverted to vicious purposes, 
but whether it be of their genius and character 
to favour this abuse. The question is, whether 
politeness be not of a virtuous origin; whether 
it be not this very circumstance which recom- 
mends her to vice; whether science, whose 
object is truth, and the communication of truth, 
can intend disguise, deceit and perfidy. Vice 
exists. Granted. Let the crimination be carried 
to the baser passions, which originate vice of 
whatever form, but not to those laudable passions 
of man, which contemplate truth and kindness. 
How many other blessings does vice pervert 
and abuse? From the Creator of man is 
derived the very capacity of learning, the im- 
pulse to, the delight therein, and all that 
is the genuine offspring of learning, If learn- 
ing is to be accused, because vice may 
prostitute learning itself, and whatever is the 
VOL. y. s 
