“In comparing small learned acquisitions with none at all, it appears to me to be equally absurd to consider a little learning valueless, or even dangerous, as some will have it, as to talk of a little virtue, a little wealth, or health, or cheerfulness, or a little of any other blessing under heaven, being worthless or dangerous.
“To abjure any degree of information, because we cannot grasp the whole circle of the sciences, or sound the depths of erudition, appears to be just about as sensible as if we were to shut up our windows because they are too narrow, or because the glass has not the magnifying power of a telescope.
“For the smallest quantity of knowledge that a man can acquire, he is bound to be contentedly thankful, provided his fate shuts him out from the power of acquiring a larger portion—but whilst the possibility of farther advancement remains, be as proudly discontented as ye will with a little learning. For the value of knowledge is like that of a diamond, it increases according to its magnitude, even in much more than a geometrical ratio.—One science and literary pursuit throws light upon another, and there is a connection, as Cicero remarks, among them all—
“‘Omnes Artes, quæ ad humanitatem pertinent, habent quoddam commune vinculum, et quasi cognatione quadam inter se continentur.’
“No doubt a man ought to devote himself, in the main, to one department of knowledge, but still he will be all the better for making himself acquainted with studies which are kindred to and with that pursuit.—The principle of the extreme division of labour, so useful in a pin manufactory, if introduced into learning, may produce, indeed, some minute and particular improvements, but, on the whole, it tends to cramp human intellect.
“That the mind may, and especially in early youth, be easily distracted by too many pursuits, must be readily admitted. But I now beg leave to consider myself addressing those among you, who are conscious of great ambition, and of many faculties; and what I say, may regard rather the studies of your future than of your present years.
“To embrace different pursuits, diametrically opposite, in the wide circle of human knowledge, must be pronounced to be almost universally impossible for a single mind.—But I cannot believe that any strong mind weakens its strength, in any one branch of learning, by diverging into cognate studies; on the contrary, I believe that it will return home to the main object, bringing back illustrative treasures from all its excursions into collateral pursuits.”
FIGURES, AND NUMBERS.
Respecting the origin of the numeral figures 1, 2, 3, 4, 5, 6, 7, 8, 9, there are various opinions, but the one most generally received is, that they were brought into Europe from Spain; that the Spaniards received them from the Moors, the Moors from the Arabians, and the Arabians from the Indians.