tice. 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.

In a private conversation, Professor Guyot made a remark which seems to
have a public value. "You give to your schools," said he, "credit that
is really due to the world. Looking at America with the eye of an
European, it appears to me that your world is doing more and your
schools are doing less, in the cause of education, than you are inclined
to believe." For one, though I ought, as much as any, to stand for the
schools, I give a qualified assent to the truth of this observation.
There is much learning among us which we cannot trace directly to the
schools; but the schools have introduced and fostered a spirit which has
given to the world the power to make itself learned. It is much easier
to disseminate what is called the spirit of education, than it was to
create that spirit, and preserve it when there were few to do it homage.
For this we are indebted to the schools. Unobserved in the process of
change, but happy in its results, the business of education is not now
confined to professional teachers.

The greatest change of all has been wrought by the attent