others credit for the ideas they have borrowed or have come into indirect possession of, rather than for those that originally belong to them and are exclusively their own. The merit in them and the implied inferiority in ourselves is less. Learning is a kind of external appendage or transferable property—
Genius and understanding are a man’s self, an integrant part of his personal identity; and the title to these last, as it is the most difficult to be ascertained, is also the most grudgingly acknowledged. Few persons would pretend to deny that Porson had more Greek than they; it was a question of fact which might be put to the immediate proof, and could not be gainsaid; but the meanest frequenter of the Cider Cellar or the Hole in the Wall would be inclined, in his own conceit, to dispute the palm of wit or sense with him, and indemnify his self-complacency for the admiration paid to living learning by significant hints to friends and casual droppers-in, that the greatest men, when you came to know them, were not without their weak sides as well as others. Pedants, I will add here, talk to the vulgar as pedagogues talk to schoolboys, on an understood principle of
