greatly learned, but may be little knowing
This is kindred to the saying of Locke, that 'men of much reading are
greatly learned, but may be little knowing.' We must give to the term
_learning_ a broad definition, if we accept Milton"s statement that its
end 'is to repair the ruins of our first parents by regaining to know
God aright;' for this necessarily implies that we are to study carefully
everything relating to the nature of our existence, to the spot and
scene of our existence, with its mysterious phenomena, and its
comparatively unexplained laws. And we must, moreover, always keep in
view the personal relations and duties which the Creator has imposed
upon the members of the human race. The knowledge of these relations and
duties is one form of learning; the disposition and the ability to
observe and practise these relations and duties, is another and a higher
form of learning. The first is the learning of the theologian, the
schoolman; the latter is the learning of the practical Christian. Both
ought to exist; but when they are separated, we place things above
signs, facts above forms, life above ideas. Law and justice ought always
to be united; but when by error, or fraud, or usurpation, they are
separated, we observe the forms of law, but we respect the principles of
justice. This is a good illustration of the principles which guide to a
true distinction in the forms of learning. Of all the definitions
enumerated, we must give to the word _learning_ the broadest
signification. It is safe to accept the statement of the great poet,
that a man may be acquainted with many languages, and yet not be
learned; even as the apostle said he should become as sounding brass or
a tinkling cymbal, if he had not charity, though he spoke with the
tongues of men and angels. Learning includes, no doubt, a knowledge of
the languages, the sciences, and all literature; but it includes also
much else; and this much else may be more important than the enumerated
branches. The term _learned_ has been limited, usually, by exclusive
application to the schoolmen; but it is a matter of doubt, especially in
this country, upon the broad definition laid down, whether there is more
learning in the schools, or out of them. This remark, if true, is no
reflection upon the schools, but much in favor of the world. Those were
dark ages when learning was confined to the schools; and, though we can
never be too grateful for their existence, and the fidelity with which
they preserved the knowledge of other days, that is surely a higher
attainment in the life of the race, when the learning of the world
exceeds the learning of the cloister, the school, and the college.
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