other kind of greatness can require, will be allowed by those who wish to elevate the character of a scholar; since they cannot but know, that every human acquisition is valuable in proportion to the difficulty employed in its attainment. And that those, who have gained the esteem and veneration of the world, by their knowledge or their genius, are by no means exempt from the solicitude which any other kind of dignity produces, may be conjectured from the innumerable artifices which they make use of to degrade a superior, to repress a rival, or obstruct a follower; artifices so gross and mean, as to prove evidently how much a man may excel, in learning, without being either more wise or more virtuous than those whose ignorance he pities or despises.
Nothing therefore remains, by which the student can gratify his desire of appearing to have built his happiness on a more firm basis than his antagonist, except the certainty with which his honours are enjoyed. The garlands gained by the heroes of literature must be gathered from summits equally difficult to climb with those that bear the civick or triumphal wreaths; they must be worn with equal envy, and guarded with equal care from those hands that are always employed in efforts to tear them away; the only remaining hope is, that their verdure is more lasting, and that they are less likely to fail by time, or less obnoxious to the blasts of accident.
Even this hope will receive very little encouragement from the examination of the history of learning, or observation of the fate of scholars in the present age. If we look back into past times, we
