P

les, the sake of appearances. The elder Milton was content to provide nd the son, of whom he was proud, with the means of prosecuting his eccentric scheme of life, to continue, namely, to prepare himself for some great work, nature unknown.

For a young man of simple habits and studious life a little suffices. The chief want is books, and of these, for Milton's style of reading, select rather than copious, a large collection is superfluous. There were in 1040 no public libraries in London, and a scholar had to find his own store of books or to borrow from his friends. Milton never can have possessed a large library. At Horton he may have used Kederminster's bequest to Langley Church. Still, with his Italian acquisitions, added to the books that he already possessed, he soon found a lodging too narrow for his accommodation, and removed to a house of his own, a pretty garden house, in Aldersgate, at the end of an entry." Aldersgate was outside the city walls, on the verge of the open country of Islington, and was a genteel though not a fashionable quarter. There were few streets in London, says Phillips, more free from noise.

He had taken in hand the education of his two nephews, John and Edward Phillips, sons of his only sister Anne. Anne was a few years older than her brother John. Her first husband, Edward Phillips, had died in 1631, and the widow had given her two sons a step-father in one Thomas Agar, who was in the Clerk of the Crown's office. Milton, on settling in London in 1639, had at once taken his younger nephew John to live with him. When, in 1640, he removed to Aldersgate, the elder, Edward, also came under his roof.

If it was affection for his sister which first moved Milton to undertake the tuition of her sons, he soon developed a taste for the occupation. In 1643 he began to receive into his house other pupils, but only, says Phillips (who is solicitous that his uncle should not be thought to have kept a school), "the sons of some gentlemen that were his intimate friends." He threw into his lessons the same energy which he carried into everything else. In his eagerness to find a place for everything that could be learnt, there could have been few hours in the day which were not invaded by teaching. He had exchanged the contemplative leisure of Horton for a busy life, in which no hour but had its calls, Even on Sundays there were lessons in the Greek Testament and dictations of a system of Divinity in Latin. His pamphlets of this period betray, in their want of measure and equilibrium, even in their heated style and passion-flushed language, the life at high pressure which their author was leading. We have no account of Milton's method of teaching from any competent pupil. Edward Phillips was an amiable and upright man, who earned his living respectably by tuition and the compilation of books. He held his uncle's memory in great veneration. But when he comes to describe the education he received at his uncle's hands, the only characteristic on which he dwells is that of quantity. Phillips's

account is, however, supplemented for us by Milton's written theory. His Tractate of Education to Master Samuel Hartlib is probably known even to those who have never looked at anything else of Milton's in prose.

Of all the practical arts, that of.education seems the most cumbrous in its method, and to be productive of the smallest results with the most lavish expenditure of means. Hence the subject of education is one which is always luring on the innovator and the theorist. Every one, as he grows up, becomes aware of time lost, and effort misapplied, in his own case. It is not unnatural to desire to save our children from a like waste of power. And in a time such as was that of Milton's youth, when all traditions were being questioned, and all institutions were to be remodelled, it was certain that the school would be among the earliest objects to attract an experimental reformer. Among the advanced minds of the time there had grown up a deep dissatisfaction with the received methods of our schools, and more especially of our universities. The great instaurator of all knowledge, Bacon, in preaching the necessity of altering the whole method of knowing, included as matter of course the method of teaching to know. The man who carried over the Baconian aspiration into education was Comenius (d. 1670). A projector and enthusiast, Comenius desired, like Bacon, an entirely new intellectual era. With Bacon's intellectual ambition, but without Bacon's capacity, Comenius proposed to revolutionize all knowledge, and to make complete wisdom accessible to all, in a brief space of time, and with a minimum of labor. Language only as an instrument, not as an end in itself; many living languages, instead of the one dead language of the old school; a knowledge of things, instead of words; the free use of our eyes and ears upon the nature that surrounds us; intelligent apprehension, instead of loading the memory-all these doctrines, afterwards inherited by the party of rational reform, were first promulgated in Europe by the numerous pamphlets-some ninety have been reckoned up-of this Teuto-Slav, Comenius.

Comenius had as the champion of his views in England Samuel Hartlib, a Dantziger by origin, settled in London since 1628. Hartlib had even less of real science than Comenius, but he was equally possessed by the Baconian ideal of a new heaven and a new earth of knowledge. Not himself a discoverer in any branch, he was unceasingly occupied in communicating the discoveries and inventions of others. He had an ear for every novelty of whatever kind, interesting himself in social, religious, philanthropic schemes, as well as in experiments in the arts. A sanguine universality of benevolence pervaded that generation of ardent souls, akin only in their common anticipation of an unknown Utopia. A secret was within the reach of human ingenuity which would make all mankind happy. But there were two directions more especially in which Hartlib's zeal without knowledge abounded.

These were a grand scheme for the union of Protestant Christendom, and his propagand of Comenius's school-reform.

For the first of these projects it was not likely that Hartlib would gain a proselyte in Milton, who had at one-and-twenty judged Anglican orders a servitude. and was already chafing against the restraints of Presbytery. But on his other hobby, that of school-reform, Milton was not only sympathetic, but when Hartlib came to talk with him, he found that most or all of Comenius's ideas had already independently presented themselves to the reflection or experience of the Englishman. At Hartlib's request Milton consented to put down his thoughts on paper, and even to print them in a quarto pamphlet of eight pages, entitled, Of Education: to Master Samuel Hartlib.

This tract, often reproduced and regarded, along with one of Locke's, as a substantial contribution to the subject, must often have grievously disappointed those who have eagerly consulted it for practical hints or guidance of any kind. Its interest is wholly biographical. It cannot be regarded as a valuable contribution to educational theory, but it is strongly marked with the Miltonic individuality. We find in it the same lofty conception of the aim which Milton carried into everything he attempted; the same disdain of the beaten routine, and proud reliance upon his own resources. He had given vent elsewhere to his discontent with the system of Cambridge, which, as in the time of her better health, and mine own younger judgment, I never greatly admired, so now (1642) much less." In the letter to Hartlib he denounces with equal fierceness the schools and "the many mistakes which have made learning generally so unpleasing and so unsuccessful. The alumni of the universities carry away with them a hatred and contempt for learning, and sink into "ignorantly zealous" clergymen, or mercenary lawyers, while the men of fortune betake themselves to feasts and jollity. These last, Milton thinks, are the best of the three classes.

All these moral shipwrecks are the consequence, according to Milton, of bad education. It is in our power to avert them by a reform of schools. But the measures of reform, when produced, are ludicrously incommensurable with the evils to be remedied. I do not trouble the reader with recounting the proposals; they are only a form of the well-known educational fallacy-the communication of useful knowledge. The doctrine as propounded in the Tractate is complicated by the further difficulty that the knowledge is to be gathered out of Greek and Latin books. This doctrine is advocated by Milton with the ardor of his own lofty enthusiasm. In virtue of the grandeur of zeal which inspires them, these pages, which are in substance nothing more than the now familiar omniscient examiner's programme, retain a place as one of our classics. The fine definition of education here given has never been improved upon: "I call a complete and generous education that which fits a man to perform justly, skilfully, and

magnanimously all the offices, both private and public, of peace and war. This is the true Milton. When he offers, in another page, as equivalent a definition of the true end of learning, to repair the ruin of our first parents by regaining to know God aright," we have the theological Milton, and what he took on from the current language of his age.

Milton saw strongly, as many have done before and since, one weak point in the practice of schools, namely, the small result of much time. He fell into the natural error of the inexperienced teacher, that of supposing that the remedy was the ingestion of much and diversified intelligible matter. It requires much observation of young minds to discover that the rapid inculcation of unassimilated information stupefies the faculties instead of training them. Is it fanciful to think that in Edward Phillips, who was always employing his superficial pen upon topics with which he snatched a fugitive acquaintance, we have a concrete example of the natural result of the Miltonic system of instruction?

CHAPTER V.

MARRIAGE, AND PAMPHLETS ON DIVORCE.

We have seen that Milton turned back from his unaccomplished tour because he "deemed it disgraceful to be idling away his time abroad for his own gratification, while his countrymen were contending for their liberty.' From these words biographers have inferred that he hurried home with the view to taking service in the Parliamentarian army. This interpretation of his words seems to receive confirmation from what Phillips thinks he had heard-"I am much mistaken if there were not about this time a design in agitation of making him Adjutant-General in Sir William Waller's army." Phillips very likely thought that a recruit could enlist as an Adjutant-General, but it does not appear from Milton's own words that he himself ever contemplated service in the field. The words "contending for liberty" (de libertate dimicarent) could not, as said of the winter 1638-39, mean anything more than the strife of party. And when war did break out, it must have been obvious to Milton that he could serve the cause better as a scholar than as a soldier.

That he never took service in the army is certain. If there was a time when he should have been found in the ranks, it was on the 12th November, 1642, when every able-bodied citizen turned out to oppose the march of the king, who had advanced to Brentford. But we have

the evidence of the sonnet

"Captain, or Colonel, or Knight in arms,"

that Milton, on this occasion, stayed at home. He had, as he announced in February, 1642, "taken labor and intent study" to be his portion in this life. He did not contemplate enlisting his pen in the service of the Parliament, but the exaltation of his country's glory by the composition of some monument of the English language, as Dante or Tasso had done for Italian. But a project ambitious as this lay too far off to be put in execution as soon as thought of. The ultimate purpose had to give place to the immediate. One of these interludes, originating in Milton's personal relations, was his series of tracts on divorce.

In the early part of the summer of 1643, Milton took a sudden journey into the country, "nobody about him certainly knowing the reason, or that it was any more than a journey of recreation." He was absent about a month, and when he returned he brought back a wife with him. Nor was the bride alone. She was attended "by some few of her nearest relations," and there was feasting and celebration of the nuptials in the house in Aldersgate Street.

The bride's name was Mary, eldest daughter of Richard Powell. Esq., of Forest Hill, J. P. for the county of Oxford. Forest Hill is a village and parish about five miles from Oxford on the Thame road. where Mr. Powell had a house and a small estate of some 300l. a year. value of that day. Forest Hill was within the ancient royal forest of Shotover, of which Mr. Powell was lessee. The reader will remember that the poet's father was born at Stanton St. John, the adjoining parish to Forest Hill, and that Richard Milton, the grandfather, had been under-ranger of the royal forest. There had been many transactions between the Milton and the Powell families as far back as 1627. In paying a visit to that neighborhood, Milton was both returning to the district which had been the home of all the Miltons, and renewing an old acquaintance with the Powell family. Mr. Powell, though in receipt of a fair income for a country gentleman-300l. a year of that day may be roughly valued at 1000l. of our day—and his wife had brought him 3000/., could not live within his means. His children were numerous, and, belonging to the cavalier party, his house was conducted with the careless and easy hospitality of a royalist gentleman. Twenty years before he had begun borrowing, and among other persons had had recourse to the prosperous and saving scrivener of Bread Street. He was already mortgaged to the Miltons, father and sons, more deeply than his estate had any prospect of paying, which was perhaps the reason why he found no difficulty in promising a portion of 1000l. with his daughter. Milton, with a poet's want of caution, or indifference to money, and with a lofty masculine disregard of the temper and character of the girl he asked to share his life, came home with his bride in triumph, and held feasting in celebration of his hasty and ill-considered choice. It was a beginning of sorrows to him. Hitherto, up to his thirty-fifth year, independent master of leisure and the delights of literature, his years had