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PART II. Ver. 203, etc.
Causes hindering a true Judgment. 1. Pride, ver. 208.
2. Imperfect Learning, ver. 215. 3. Judging by
parts, and not by the whole, ver. 233 to 288. Critics
in Wit, Language, Versification, only, 288, 305,339,
etc. 4. Being too hard to please, or too apt to admire,
ver. 384. 5. Partiality too much love to a Sect,
to the Ancients cor Moderns, ver. 394. 6. Pre-
judice or Prevention, ver. 408. 7. Singularity,
ver. 424. 8. Inconftancy, ver.430. 9. Party Spirit,
ver. 452, etc. 10. Envy, ver. 466. Against Envy,
and in praise of Good-nature, verw;508, etc. When
Severity is chiefly to be used by Critics, ver. 526, etc.
PART III. Ver. 560, etc.
Rules for the Conduct of Manners in a Critic. 1. Can-
dour, ver. 563. Modesty, ver. 566. Good-breeding,
ver. 572. Sincerity and Freedom of advice, ver. 578.
2. When one's Counsel is to be restrained, ver. 584.
Charakter of an incorrigible Poet, ver. 600. And of
an impertinent Critic, ver. 610, etc. Character of
a good Critic, ver. 629. The History of Criticism,
and Characters of the best Critics, Aristotle, ver. 645.
Horace, ver. 653. Dionyfius, ver. 665. Petronius,
Ver, 0.67. Quintilian, ver. 670. Longinus,
ver. 675. Of the Ducay of Criticism, and its Revi-
val. Erasmus, ver. 693. Vida, ver. 705. Boi-
leau, ver. 714.
Lord Roscommon, etc. ver. 725.
He stood convincd twas fir. Who conquerð Nature should préside oer Wi.
T!) hard to say, if greater want of skill
Appear in writing or in judging ill;
But of the two, less dang'rous is th' offence
To tire our patience, than mislead our sense.
Some few in that, but numbers-err in' this,
Ten censure wrong for one who writes amiss ;
A fool might once himself alone expose,
Now one in verse makes many more in prose.
'Tis with our judgments' as our waichés, none
Go just alike, yet each believes his own.
In Poets as true genius is but rare,
True talte as feldon is she Critic's Mare,
Both must alike from Heav'n derive their light,
Thele born to judge, as well as those to write.
An Efry] The Poem is in one book, but divided into three principal parts or members. The first [to ver. 201.] gives rules for the Study of the Art of Criticism; the recent struci thence to ver. 565.] expof:s the Causes of wrong Judgment; and ihe third [from thence to the end] marks out the Morals of ike Critic. When the Reader hath well considered the whole, and hath ok. served the regularity of the plan, the mallerly conduct of the sveral paris, the penitration into Nature, and the compaís of Learning so confpicuous throughout, he should then be tudd that it was the work of an Author who had not attained the twentieth year of
Let such teach others who themselves excel, 15
And censure freely who have written well.
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?
Yet, if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right.
But as the slightest sketch, if juftly trac’d,
Is by ill-colouring but the more disgrac'd,
So by false learning is good sense defac'd:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools.
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can, or cannot write,
30 Or with a rival's, or an eunuch's spite. All fools have still an itching to deride, And fain would be upon the laughing fide.
VIR. 15. Let such teach others] “ Qui scribit artificiose, ab aliis « commode fcripta facile intelligere poterit.”. Cic. ad Heren. lib. iv. « De pictore, sculptore, fictore, nisi artifex, judicare non poteft." Pliny.
Ver. 20. Mot bave the feeds] “ Omnes tacito quodam sensu, " line ulla arte, aut ratione, quæ fint in artibus ac rationibus recta
et prava dijudicant, Co. de Orat. lib. iii. VER. 25. So by false learning] “ Plus fine doctrina prudentia, quam sine prudentia valet doctrina.” Quint.
Between ver, 25 and 26 were these lines, fince omitted by the
Many are spoil'd by that pedantic throng,
Who with great pains teach youth to reason wrong.
Tutors, like Virtuosos, oft inclin'd
By strange transfusion to improve the mind,
Draw off the sense we have, to pour in new;
Which yet, with all their skill, they ne'er could de.