sight? Is it not a dreadful comedy in which you so thoughtlessly wish to take part? 540. LEARNING.—Michelangelo considered Raphael’s genius as having been acquired by study, and upon his own as a natural gift: learning as opposed to talent; though this is mere pedantry, with all due respect to the great pedant himself. For what is talent but a name for an older piece of learning, experience, exercise, appropriation, and incorporation, perhaps as far back as the times of our ancestors, or even earlier! And again: he who learns forms his own talents, only learning is not such an easy matter and depends not only upon our willingness, but also upon our being able to learn at all. Jealousy often prevents this in an artist, or that pride which, when it experiences any strange feeling, at once assumes an attitude of defence instead of an attitude of scholarly receptiveness. Raphael, like Goethe, lacked this pride, on which account they were great learners, and not merely the exploiters of those quarries which had been formed by the manifold genealogy of their forefathers. Raphael vanishes before our eyes as a learner in the midst of that assimilation of what his great rival called _his_ “nature”: this noblest of all thieves daily carried off a portion of it; but before he had appropriated all the genius of Michelangelo he died—and the final series of his works, because it is the beginning of a new plan of study, is less perfect and good, for the simple reason that the great student was interrupted by death in the midst of his most difficult task, and took away with him that justifying and final goal which he had in view. 541. HOW WE SHOULD TURN TO STONE.—By slowly, very, very slowly, becoming hard like a precious stone, and at last lie still, a joy to all eternity. 542.