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AN INQUIRY INTO THE PRESENT STATE

OF

POLITE LEARNING.

VOL. IV.

A

AN INQUIRY INTO THE PRESENT STATE

OF

POLITE LEARNING.

[First printed in 1759.]

Εμοι προς φιλοσοφους εστι φιλια· φρος μεν σοφιστας ἤ γραμματιστας, ουτε νυν εστι φιλια μητε ὕστερον ποτε γένοιτο.

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Tolerabile si Ædificia nostra diruerent ædificandi capaces.†

INTRODUCTION.

It has been so long the practice to represent literature as declining, that every renewal of this complaint now comes with diminished influence. The public has been so often excited by a false alarm, that at present the nearer we approach the threatened period of decay, the more our security increases.

It will now probably be said, that, taking the decay of genius for granted, as I do, argues either resentment or partiality. The writer possessed of fame, it may be asserted, is willing to enjoy it without a rival, by lessening every competitor; or, if unsuccessful, he is desirous to turn upon others the contempt which is levelled at himself; and being convicted at the bar of literary justice, hopes for pardon by accusing every brother of the same profession.

"I have a regard for philosophers; but I neither have, nor ever can have, any respect for sophists or pedantic grammarians."

"It might be borne, if our public buildings were by persons who have sufficient skill to restore them.'

pulled down only

Sensible of this, I am at a loss where to find an apology for persisting to arraign the merit of the age; for joining in a cry which the judicious have long since left to be kept up by the vulgar; and for adopting the sentiments of the mul titude, in a performance that at best can please only a few.

Complaints of our degeneracy in literature, as well as in morals, I own, have been frequently exhibited of late, but seem to be enforced more with the ardour of devious declamation than the calmness of deliberate inquiry. The dullest critic, who strives at a reputation for delicacy by shewing he cannot be pleased, may pathetically assure us, that our taste is upon the decline; may consign every modern performance to oblivion, and bequeath nothing to posterity, except the labours of our ancestors, or his own. Such general invective, however, conveys no instruction: all it teaches is, that the writer dislikes an age by which he is probably disregarded. The manner of being useful on the subject would be, to point out the symptoms, to investigate the causes and direct to the remedies, of the approaching decay. This is a subject hitherto unattempted in criticism, perhaps it is the only subject in which criticism can be useful.

How far the writer is equal to such an undertaking, the reader must determine; yet perhaps his observations may be just, though his manner of expressing them should only serve as an example of the errors he undertakes to reprove.

Novelty, however, is not permitted to usurp the place of reason; it may attend, but shall not conduct the inquiry. But it should be observed, that the more original any performance is, the more it is liable to deviate; for cautious stupidity is always in the right.

CHAPTER I.

THE CAUSES WHICH CONTRIBUTE TO THE DECLINE OF LEARNING.

If we consider the revolutions which have happened in the commonwealth of letters, survey the rapid progress of learning in one period of antiquity, or its amazing decline in another, we shall be almost induced to accuse nature of partiality; as if she had exhausted all her efforts in adorning one age, while she left the succeeding entirely neglected.

V

It is not to nature, however, but to ourselves alone, that this partiality must be ascribed; the seeds of excellence are sown in every age, and it is wholly owing to a wrong direction in the passions or pursuits of mankind, that they have not received the proper cultivation.

As, in the best regulated societies, the very laws which at first give the government solidity, may in the end contribute to its dissolution, so the efforts which might have promoted learning in its feeble commencement, may, if continued, retard its progress. The paths of science, which were at first intricate, because untrodden, may at last grow toilsome, because too much frequented. As learning advances, the candidates for its honours become more numerous, and the acquisition of fame more uncertain: the modest may despair of attaining it, and the opulent think it too precarious to pursue. Thus the task of supporting the honour of the times may at last devolve on indigence and effrontery, while learning must partake of the contempt of its professors.

To illustrate these assertions, it may be proper to take a slight review of the decline of ancient learning; to consider how far its depravation was owing to the impossibility of supporting continued perfection; in what respects it proceeded from voluntary corruption; and how far it was hastened on by accident. If modern learning be compared with ancient, in these different lights, a parallel between both, which has hitherto produced only vain dispute, may contribute to amusement, perhaps to instruction. We shall thus be enabled to perceive what period of antiquity the present age most resembles; whether we are making advances towards excellence, or retiring again to primeval obscurity : we shall thus be taught to acquiesce in those defects which it is impossible to prevent, and reject all faulty innovations, though offered under the specious titles of improvement.

Learning, when planted in any country, is transient and fading, nor does it flourish till slow gradations of improvement have naturalized it to the soil. It makes feeble advances, begins among the vulgar, and rises into reputation among the great. It cannot be established in a state at once, by introducing the learned of other countries; these may grace a court, but seldom enlighten a kingdom. Ptolemy Philadelphus, Constantine Porphyrogeneta, Alfred, or Charlemagne, might have invited learned foreigners into their dominions, but could not establish learning. While in

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