b. i. Ep. xix. 19.

Away, ye imitators, servile herd! ELPHINSTON.

I have been informed by a letter from one of the universities, that
among the youth from whom the next swarm of reasoners is to learn
philosophy, and the next flight of beauties to hear elegies and sonnets,
there are many, who, instead of endeavouring by books and meditation to
form their own opinions, content themselves with the secondary
knowledge, which a convenient bench in a coffee-house can supply; and
without any examination or distinction, adopt the criticisms and
remarks, which happen to drop from those who have risen, by merit or
fortune, to reputation and authority.

These humble retailers of knowledge my correspondent stigmatises with
the name of Echoes; and seems desirous that they should be made ashamed
of lazy submission, and animated to attempts after new discoveries and
original sentiments.

It is very natural for young men to be vehement, acrimonious, and
severe. For, as they seldom comprehend at once all the consequences of a
position, or perceive the difficulties by which cooler and more
experienced reasoners are restrained from confidence, they form their
conclusions with great precipitance. Seeing nothing that can darken or
embarrass the question, they expect to find their own opinion
universally prevalent, and are inclined to impute uncertainty and
hesitation to want of honesty, rather than of knowledge. I may, perhaps,
therefore, be reproached by my lively correspondent, when it shall be
found, that I have no inclination to persecute these collectors of
fortuitous knowledge with the severity required; yet, as I am now too
old to be much pained by hasty censure, I shall not be afraid of taking
into protection those whom I think condemned without a sufficient
knowledge of their cause.

He that adopts the sentiments of another, whom he has reason to believe
wiser than himself, is only to be blamed when he claims the honours
which are not due but to the author, and endeavours to 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