*1. The Desire of Knowledge.* This in the human being is manifested with the earliest dawn of intelligence. The infant is busy with eye and hand throughout his waking hours; and that the desire of knowledge is innate, and has no reference to the use that is to be made of the things known, is manifest from the rapid growth of knowledge in the first years of life, before the child has any distinct conception of the uses of objects, or any conscious capacity of employing them for his own benefit. It may be doubted whether in any subsequent year of life so much knowledge is acquired as during the first year. The child but a year old has learned the nature of the familiar objects of the house and the street, the faces and names of a large number of relatives, domestics, and acquaintances, the regular succession of seasons and events in daily domestic life, and the meanings of most of the words that are addressed to him or employed concerning him and the objects around him. In more advanced life this desire grows by what it feeds on, and never ceases to be active. It assumes, indeed, different directions, in part determining, and in part determined by, condition, profession, or employment. Even in the most idle and frivolous, it is strong, often intense, though its objects be worthless. Such persons frequently are as sedulous in collecting the paltry gossip of society as the naturalist in acquiring the knowledge of new species of plants or insects, and as ingenious in their inferences from what they see and hear as the philosopher in his inductions from the facts of science. Not only in infancy, but through life, knowledge is sought evidently for its own sake, and not merely for its uses. But a very small part of what one knows can be made of practical utility as to his own comfort or emolument. Many, indeed, voluntarily sacrifice ease, gain, position, in the pursuit of science or literature. Fame, if it accrues, is not unwelcome; but by the higher order of minds fame is not pursued as an end, and there are many departments of knowledge in which little or no reputation is to be attained. Then, too, it is not the learner, but the teacher, not the profound scholar, merely, but the able expositor, speaker, or writer, who can expect a distinguished name; while there are many who content themselves with acquiring knowledge, without attempting publicity. Nor yet can benevolence account for the love of knowledge. Many, indeed, make their attainments the property of others, and are zealous in diffusing their own scientific views, or in dispensing instruction in their own departments. But there are also many solitary, recluse students; and it may be doubted whether, if a man who is earnestly engaged in any intellectual pursuit were shut out entirely from human society, and left alone with his books or with nature, his diligence would be relaxed, or his ardor abated.