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y 
and Seats re arts do n "Be 
derive ¢ the es from learning a 
‘and in their progress derive a very inconsic 
' able "part gehey we improvement the te 
470 : - tip} and t Avis. 
however ste rts ‘may be Hiolently forced in int: 
her ‘servi ce ade acquitted of» the ‘Ghar ey 
though t evarts sho dt be"allowed to be the pros 
“geny of learning. at Fot: learning) no more than 
God, is’ to be ihterdicted and’ accused in her 
“most -fionouttable walk, ‘of contributing to the 
-ornament, ‘utility and happiness of man, Because 
vice pay eeice upon’ and misuse h her’ gifts, But 
~ the argument of Rousseau iggven'r more’ found. 
arning *- 
fatal 
ed in the. sed connection mene 
s i 
“ from. ~~ ae bad 4 
The ele sitet the arts, and many of the m ; 
vatuatsle, discoveries on which the practice of the. a 
arts ‘depends, are derived from unlearried es or Pe 
are traced. up to unlearned and, what at this d 
we call, barbatous periods. Who éaniname the 
learned days. i in which! the lever, ‘the. moveable © , 
pully, the wheel, the inclined plane, and | thescrew 
have been’: troduced to the knowledge to 
the use’o men ? The arch, ‘the pillar, the roof, 
and much ‘pérbiaps of the stibility, proportion 
and ornament-of architecture, are probably ‘in 
debted for their fitet conception to unlearned > 
and unscientific men. _ The Greeks do not ap- 
pear to have considered the Persians as a lettered. © 
v rot 
. a . 
At m 
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oi 
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