effrontery, and learning partake 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 accidental event. 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, 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, by their exam-ple
