There can be no absolute certitude about the impressions of the senses or the inferences drawn from them. There can be about moral and spiritual things. The knave may sincerely opine that it is best for his interests to lie and cheat; but the honest man knows that he is a being whose interests are above all external contingencies, and that under certain circumstances it would be madness to behave otherwise than in a way which would be directly opposed to every argument and persuasion of the senses. It is only the mind of the most highly “scientific” constitution that will have its confidence in knowledge of this kind tried by considerations of its moral and intellectual obligations to Hottentots and Australian aborigines. “We can live in houses without being architects”; and we can know, without knowing or caring to know how we came by our knowledge. The house of the gods has lasted intact since Abraham and Hesiod, and shows no sign yet of tumbling about our ears. The faculty of knowing, as differing from that of opining, seems, as might be expected from what has been said, to have as much to do with the character of the will as of the mind. To be honest, Shakespeare tells us, is to be one in ten thousand; and to discern intellectually, or to know, is a part, and a very great part, of honesty. A man may have learned a dozen languages, and have the whole circle of the sciences at his fingers’ ends, and may know nothing worthy of being called knowledge; indeed, there is nothing which seems to be a greater hindrance to the acquisition of living knowledge than an engrossing devotion to the acquisition of words, facts, logical methods, and natural laws. It requires little learning to make a wise or truly knowing man, but much learning may not impossibly spoil one. Mr. Matthew Arnold has said that a thorough classical education has often the same effects on a man’s character as a grave experience. The reason is that it is a grave experience, a long series of small exercises of honesty, patience, and self-sacrifice, the sum of which is equal to a great and soul-sobering calamity. The author of the _Imitation_ notes a kindred fact when he says, “No man can know anything till he is tried.” Not only is the discipline of such an education, which, in its early stage at least has much in it that is repugnant and compulsory, fitted to qualify the character for the reception of true knowledge, but it conveys also, in an eminent degree, the matter of true knowledge. Without any disrespect to Mr. Huxley, Mr. Herbert Spencer, and Professor Max Müller, we may affirm that the man who knew Plato, Homer, and Æschylus rightly, and knew little else, would know far more than he who knew all that these great scientists could teach, and knew nothing else.