tion with which he described, the ``numerous and gross Corruptions'' in modern learning. These were not trivial or inconsequential matters for Swift. Something may be said, too, for other participants in the quarrel. Ms. Haugen remarks that Wotton ``dutifully . . . enumerated the many fields in which modern Europe had achieved new knowledge since the Renaissance.'' Wotton however was one of the more informed and perceptive observers of his times, and the Reflections upon Ancient and Modern Learning might be defended as a substantive and comprehensive rehearsal, classification, and assessment of modern knowledge that goes far beyond the mechanical or the dutiful. No book can cover all things, and there are lacunae even in this one. There is no concerted discussion of Pope's powerful and suggestive portrait of Bentley in the New Dunciad, nor, perhaps more worryingly, of the formal and generic distinctiveness of the Amsterdam Horace. Ms. Haugen's analysis of Bentley's Paradise Lost might have been illuminated by the brilliant work of John K. Hale (who does not appear in the Index). There is no bibliography. These are relatively small issues. Richard Bentley expounds with impressive and elegant scholarship what is central to his achievement. A
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