Nosse velint omnes, mereedem solvere nemo.
All wish to be learned, but no one is willing to pay the price.
The Lord of Learning who upraised mankind
From being silent brutes to singing men.
Thou art an heyre to fayre lyving, that is nothing, if thou be disherited of learning, for better were it to thee to inherite righteousnesse then riches, and far more seemly were it for thee to haue thy Studie full of bookes, then thy pursse full of mony.
He [Steele] was a rake among scholars, and a scholar among rakes.
He [Temple] was a man of the world among
men of letters, a man of letters among men of the world. Macaulay—Review of Life and Writings of Sir William Temple. </poem>
II ne Ten fault pas arrouser, il Ten fault teindre.
Not merely giving the mind a slight tincture
but a thorough and perfect dye.
Montaigne.
| seealso = (See also Pope)
lis n'ont rien appris, ni rien oublie.
They have learned nothing, and forgotten
nothing. '—
Chevalier de Panet to Mallet du Pan.
Jan., 1796. (Of the Bourbons.) Attributed
also to Talleyrand.
| author =
| work =
| place =
| note =
| topic =
| page = 436
}}
{{Hoyt quote
| num = 5
| text = A little learning is a dangerous tiling;
Drink deep, or taste not the Pierian spring;
Their shallow draughts intoxicate the brain,
And drinking largely sobers us again.
| author = Pope
| work = Essays on Criticism. L. 215.
| seealso = (See also Drayton, Montaigne)
| topic =
| page = 436
}}
{{Hoyt quote
| num =
| text = <poem>Learn from the birds what food the thickets yield;
Learn from the beasts the physic of the field;
The arts of building from the bee receive;
Learn of the mole to plough, the worm to weave.
| author = Pope
| work = Essay on Man.
| place = Ep. III. L. 173.
Ask of the Learn'd the way? The Learn'd are
blind;
This bids to serve ( and that to shun mankind;
Some place the bliss in action, some in ease,
Those call it Pleasure, and Contentment these.
| author = Pope
| work = Essay on Man.
| place = Ep. IV. L. 19.
li
Ein Gelehrter hat keine Langweile.
A scholar knows no ennui.
Jean Paul Bichter—Hesperus. 8.
Delle belle eruditissima, delle erudite bellissirr.a.
Most learned of the fair, most fair of the
learned.
Sannazarius—Inscription to Cassandra
Marchesia in an edition of the latter's
poems. See Greswell—Memoirs of Politian.
| seealso = (See also Macaulay)
| topic =
| page = 436
}}
{{Hoyt quote
| num =
| text = <poem>Few men make themselves Masters of the
things they write or speak.
John Selden—Table Talk. Learning.
No man is the wiser for his Learning * * *
Wit and Wisdom are born with a man.
John Selden—Table Talk. Learning.
Homines, dum docent, discunt.
Men learn while they teach.
Seneca—Epistoke Ad Lucilium. VII.
Learning is but an adjunct to ourself
And where we are our learning likewise is.
Love's Labour's Lost. Act IV. Sc. 3. L. 314.
Well, for your favour, sir, why, give God
thanks, and make no boast of it; and for your
writing and reading, let that appear when there
is no need of such vanity.
Much Ado About Nothing. Act III. Sc. 3. L. 17.
| author =
| work =
| place =
| note =
| topic =
| page = 436
}}
{{Hoyt quote
| num = 15
| text = O this learning, what a thing it is!
| author =
| work = Taming of the Shrew.
| place = Act I. Sc. 2. L. 160.
| topic = Learning
| page = 436
}}
{{Hoyt quote
| num =
| text = <poem> trimmed my lamp, consumed the midnight oil.
Shenstone—Elegies. XI. St. 7.
| seealso = (See also Gay; also Plutarch under Argument)
| topic = Learning
| page = 436
}}
{{Hoyt quote
| num =
| text = <poem>I would by no means wish a daughter of mine
to be a progeny of learning.
R B. Sheridan—The Rivals. Act I. Sc. 2.
Learn to live, and live to learn,
Ignorance like a fire doth burn,
Little tasks make large return.
Bayard Taylor—To My Daughter.
Wearing his wisdom lightly.
| author = Tennyson
| work = A Dedication.
Wearing all that weight
Of learning lightly like a flower.
| author = Tennyson
| work = In Memoriam. Conclusion.
| place = 10. St.
| topic = Learning
| page = 436
}}
{{Hoyt quote
| num = 24
| text = <poem>The King, observing with judicious eyes,
The state of both his universities,
To one he sent a regiment, for why?
That learned body wanted loyalty;
To the other he sent books, as well discerning,
How much that loyal body wanted learning.
Our gracious monarch viewed with equal eye
The wants of either university, Troops he to Oxford sent, well knowing why,
That learned body wanted loyally;
But books to Cambridge sent, as well discerning
That that right loyal body wanted learning.
