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96 deceive the world into praise and veneration; for, to learn, is the proper business of youth; and whether we increase our knowledge by books or by conversation, we are equally indebted to foreign assistance.

The greater part of students are not born with abilities to construct systems, or advance knowledge; nor can have any hope beyond that of becoming intelligent hearers in the schools of art, of being able to comprehend what others discover, and to remember what others teach. Even those to whom Providence hath allotted greater strength of understanding, can expect only to improve a single science. In every other part of learning, they must be content to follow opinions, which they are not able to examine; and, even in that which they claim as peculiarly their own, can seldom add more than some small particle of knowledge, to the hereditary stock devolved to them from ancient times, the collective labour of a thousand intellects.

In science, which, being fixed and limited, admits of no other variety than such as arises from new methods of distribution, or new arts of illustration, the necessity of following the traces of our predecessors is indisputably evident; but there appears no reason, why imagination should be subject to the same restraint. It might be conceived, that of those who profess to forsake the narrow paths of truth every one may deviate towards a different point, since though rectitude is uniform and fixed, obliquity may be infinitely diversified. The roads of science are narrow, so that they who travel them, must either follow or meet one another; but in the boundless