The Works of Alexander Pope, Volume 2 (of 10): Poetry - Volume 2Pope, Alexander
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The Works of Alexander Pope, Volume 2 (of 10): Poetry - Volume 2
Pope, Alexander
English poetry -- 18th century
Ver. 424. _The vulgar thus--As oft the learned_--] II. He comes in the
second place, from ver. 423 to 452, to consider the instances of
partiality in the learned. 1. The first is singularity. For, as want of
principles, in the unlearned, necessitates them to rest on the common
judgment as always right, so adherence to false principles (that is, to
notions of their own) mislead the learned into the other extreme of
supposing the common judgment always wrong. And as, before, our author
compared those to bigots, who made true faith to consist in believing
after others, so he compares these to schismatics, who make it to
consist in believing as no one ever believed before, which folly he
marks with a lively stroke of humour in the turn of the thought:
So schismatics the plain believers quit,
And are but damned for having too much wit.
2. The second is novelty. And as this proceeds sometimes from fondness,
sometimes from vanity, he compares the one to the passion for a
mistress, and the other to the pride of being in fashion; but the excuse
common to both is, the daily improvement of their judgment:
Ask them the cause; they're wiser still they say;
And still to-morrow's wiser than to-day.
Now as this is a plausible pretence for their inconstancy, and our
author has himself afterwards approved of it, as a remedy against
obstinacy and pride, where he says, ver. 570,
But you with pleasure own your errors past,
And make each day a critique on the last,
he has been careful, by the turn of the expression in this place, to
show the difference between the pretence and the remedy. For time,
considered only as duration, vitiates as frequently as it improves.
Therefore to expect wisdom as the necessary attendant of length of days,
unrelated to long experience, is vain and delusive. This he illustrates
by a remarkable example, where we see time, instead of becoming wiser,
destroying good letters, to substitute school divinity in their place;
the genius of which kind of learning, the character of its professors,
and the fate, which, sooner or later, always attends whatsoever is wrong
or false, the poet sums up in those four lines:
Faith, gospel, all, seemed made to be disputed, &c.
And in conclusion he observes, that perhaps this mischief, from love of
novelty, might not be so great, did it not, along with the critic,
infect the writer likewise, who, when he finds his readers disposed to
take ready wit on the standard of current folly, never troubles himself
to think of better payment.
Public-domain text, read in full here on John Shaqi.
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