'I know what you were going to say, that it is mighty pleasant at the end of the year to make all meet, and much ado we used to have every Thirtyfirst Night of December to account for our exceedings -many a long face did you make over your puzzled accounts, and in contriving to make it out how we had spent so much-or that we had not spent so much-or that it was impossible we should spend so much next year—and still we found our slender capital decreasing but then,-betwixt ways, and projects, and compromises of one sort or another, and talk of curtailing this charge, and doing without that for the future-and the hope that youth brings, and laughing spirits (in which you were never poor till now), we pocketed up our loss, and in conclusion, with "lusty brimmers" (as you used to quote it out of hearty cheerful Mr. Cotton, as you called him), we used to welcome in the " coming guest. Now we have no reckoning at all at the end of the old year— no flattering promises about the new year doing better for us.

Bridget is so sparing of her speech on most occasions, that when she gets into a rhetorical vein, I am careful how I interrupt it. I could not help, however, smiling at the phantom of wealth which her dear imagination had conjured up out of a clear income of poor hundred pounds a year. "It is true we were happier when we were poorer, but we were also younger, my cousin. I am afraid we must put up with the excess, for if we were to shake the superflux into the sea, we should not much mend ourselves. That we had much to struggle with, as we grew up together, we have reason to be most thankful. It strengthened and knit our compact closer. We could never have been what we have been to each other, if we had always had the sufficiency which you now complain of. The resisting power-those natural dilations of the youthful spirit, which circumstances cannot straiten-with us are long since passed away. Competence to age is supplementary youth, a sorry

supplement indeed, but I fear the best that is to be had. We must ride where we formerly walked live better and lie softer-and shall be wise to do sothan we had means to do in those good old days you speak of. Yet could those days return-could you and I once more walk our thirty miles a day-could Bannister and Mrs. Bland again be young, and you and I be young to see them-could the good old oneshilling gallery days return-they are dreams, my cousin, now-but could you and I at this moment, instead of this quiet argument, by our well-carpeted fireside, sitting on this luxurious sofa-be once more struggling up those inconvenient staircases, pushed about and squeezed, and elbowed by the poorest rabble of poor gallery scramblers-could I once more hear those anxious shrieks of yours-and the delicious Thank God, we are safe, which always followed when the topmost stair, conquered, let in the first light of the whole cheerful theatre down beneath us-I know not the fathom line that ever touched a descent so deep as I would be willing to bury more wealth in than Croesus had, or the great Jew R is supposed to have, to purchase it. And now do just look at that merry little Chinese waiter holding an umbrella, big enough for a bed-tester, over the head of that pretty insipid half Madonna-ish chit of a lady in that very blue summer-house.'

WILLIAM HAZLITT

1778-1830

ON THE IGNORANCE OF THE LEARNED

For the more languages a man can speak,
His talent has but sprung the greater leak:
And, for the industry he has spent upon 't,
Must full as much some other way discount.
The Hebrew, Chaldee, and the Syriac

Do, like their letters, set men's reason back,
And turn their wits that strive to understand it
(Like those that write the characters) left-handed.
Yet he that is but able to express

No sense at all in several languages,

Will pass for learneder than he that's known
To speak the strongest reason in his own.

BUTLER.

THE description of persons who have the fewest ideas of all others are mere authors and readers. It is better to be able neither to read nor write than to be able to do nothing else. A lounger who is ordinarily seen with a book in his hand is (we may be almost sure) equally without the power or inclination to attend either to what passes around him or in his own mind. Such a one may be said to carry his understanding about with him in his pocket, or to leave it at home on his library shelves. He is afraid of venturing on any train of reasoning, or of striking out any observation that is not mechanically suggested to him by passing his eyes over certain legible characters; shrinks from the fatigue of thought, which, for want of practice, becomes insupportable to him; and sits

down contented with an endless, wearisome succession of words and half-formed images, which fill the void of the mind, and continually efface one another. Learning is, in too many cases, but a foil to common sense; a substitute for true knowledge. Books are less often made use of as 'spectacles' to look at nature with, than as blinds to keep out its strong light and shifting scenery from weak eyes and indolent dispositions. The book-worm wraps himself up in his web of verbal generalities, and sees only the glimmering shadows of things reflected from the minds of others. Nature puts him out. The impressions of real objects, stripped of the disguises of words and voluminous roundabout descriptions, are blows that stagger him; their variety distracts, their rapidity exhausts him; and he turns from the bustle, the noise, and glare, and whirling motion of the world about him (which he has not an eye to follow in its fantastic changes, nor an understanding to reduce to fixed principles), to the quiet monotony of the dead languages, and the less startling and more intelligible combinations of the letters of the alphabet. It is well, it is perfectly well. Leave me to my repose,' is the motto of the sleeping and the dead. You might as well ask the paralytic to leap from his chair and throw away his crutch, or, without a miracle, to take up his bed and walk,' as expect the learned reader to throw down his book and think for himself. He clings to it for his intellectual support; and his dread of being left to himself is like the horror of a vacuum. He can only breathe a learned atmosphere, as other men breathe common air. He is a borrower of sense. He has no ideas of his own, and must live on those of other people. The habit of supplying our ideas from foreign sources 'enfeebles all internal strength of thought,' as a course of dram-drinking destroys the tone of the stomach. The faculties of the mind, when not exerted, or when cramped by custom and authority, become listless, torpid, and unfit for the purposes of thought or action. Can we wonder at the languor

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and lassitude which is thus produced by a life of learned sloth and ignorance; by poring over lines and syllables that excite little more idea or interest than if they were the characters of an unknown tongue, till the eye closes on vacancy, and the book drops from the feeble hand! I would rather be a woodcutter, or the meanest hind, that all day 'sweats in the eye of Phoebus, and at night sleeps in Elysium,' than wear out my life so, 'twixt dreaming and awake. The learned author differs from the learned student in this, that the one transcribes what the other reads. The learned are mere literary drudges. If you set them upon original composition, their heads turn, they don't know where they are. The indefatigable readers of books are like the everlasting copiers of pictures, who, when they attempt to do anything of their own, find they want an eye quick enough, a hand steady enough, and colours bright enough, to trace the living forms of nature.

Any one who has passed through the regular gradations of a classical education, and is not made a fool by it, may consider himself as having had a very narrow escape. It is an old remark, that boys who shine at school do not make the greatest figure when they grow up and come out into the world. The things, in fact, which a boy is set to learn at school, and on which his success depends, are things which do not require the exercise either of the highest or the most useful faculties of the mind. Memory (and that of the lowest kind) is the chief faculty called into play in conning over and repeating lessons by rote in grammar, in languages, in geography, arithmetic, etc., so that he who has the most of this technical memory, with the least turn for other things, which have a stronger and more natural claim upon his childish attention, will make the most forward schoolboy. The jargon containing the definitions of the parts of speech, the rules for casting up an account, or the inflections of a Greek verb, can have no attraction to the tyro of ten years old, except as they are