Jonathan Swift

I might add, that I don't believe the argument is sound. I would argue that learning is much more than "but words," to wit, observation, sensory information, etc.)

Yep, I don't buy those premises for even a moment. That said, I doubt it's intended as a serious argument in the first place.

Perhaps a fuller context would help. Here is the comment in the full paragraph:

In consequence of this, their next principle was that man brings with him into the world a peculiar portion or grain of wind, which may be called a quinta essentia extracted from the other four.  This quintessence is of catholic use upon all emergencies of life, is improveable into all arts and sciences, and may be wonderfully refined as well as enlarged by certain methods in education.  This, when blown up to its perfection, ought not to be covetously boarded up, stifled, or hid under a bushel, but freely communicated to mankind.  Upon these reasons, and others of equal weight, the wise Æolists affirm the gift of belching to be the noblest act of a rational creature.  To cultivate which art, and render it more serviceable to mankind, they made use of several methods.  At certain seasons of the year you might behold the priests amongst them in vast numbers with their mouths gaping wide against a storm.  At other times were to be seen several hundreds linked together in a circular chain, with every man a pair of bellows applied to his neighbour, by which they blew up each other to the shape and size of a tun; and for that reason with great propriety of speech did usually call their bodies their vessels [119b].  When, by these and the like performances, they were grown sufficiently replete, they would immediately depart, and disembogue for the public good a plentiful share of their acquirements into their disciples’ chaps.  For we must here observe that all learning was esteemed among them to be compounded from the same principle.  Because, first, it is generally affirmed or confessed that learning puffeth men up; and, secondly, they proved it by the following syllogism: “Words are but wind, and learning is nothing but words; ergo, learning is nothing but wind.”  For this reason the philosophers among them did in their schools deliver to their pupils all their doctrines and opinions by eructation, wherein they had acquired a wonderful eloquence, and of incredible variety.  But the great characteristic by which their chief sages were best distinguished was a certain position of countenance, which gave undoubted intelligence to what degree or proportion the spirit agitated the inward mass.  For after certain gripings, the wind and vapours issuing forth, having first by their turbulence and convulsions within caused an earthquake in man’s little world, distorted the mouth, bloated the cheeks, and gave the eyes a terrible kind of relievo.  At which junctures all their belches were received for sacred, the sourer the better, and swallowed with infinite consolation by their meagre devotees.  And to render these yet more complete, because the breath of man’s life is in his nostrils, therefore the choicest, most edifying, and most enlivening belches were very wisely conveyed through that vehicle to give them a tincture as they passed.

No fallacies but indeed a lot of passing of wind. The 17th sure was an overly verbose century.

It is also an example of reductionism over oversimplification, which many people resort to when they are discussing complex topics.  People who resort to strawman fallacies do this quite frequently. They provide some pity, shallow comment and then seek to refute it, which they easily do because the comment never has any strength or validity in the first place.