On Education E-Book

John Milton

• Herausgeber: Studium Publishing
• Kategorie: Bildung
• Sprache: Englisch
• Veröffentlichungsjahr: 2018

Seitenzahl: 119

Beschreibung

Of Education represents John Milton's most comprehensive statement on educational reform. It was Milton's opinion that education had two objectives: one public, to "fit a man to perform justly, skillfully, and magnanimously all the offices, both private and public, of peace and war"; and the other private, to "repair the ruins of our first parents by regaining to know God aright, and out of that knowledge to love Him, to be like Him, as we may the nearest by possessing our soul of true virtue". In this tractate two different influences can be recognized: Renaissance humanism and the via activa. This entire work represents Milton's reaction to the scholasticism that dominated the medieval university from the twelfth century. John Milton (1608 – 1674) was an English poet, polemicist, man of letters, and civil servant for the Commonwealth of England under Oliver Cromwell. He wrote at a time of religious flux and political upheaval.

Leseprobe

John Milton

On Education

A Call for the Reform to End the Domination of the Scholasticism

ISBN 978-80-272-3969-6

Produced by Studium Publishing, 2018

© Studium Publishing, 2018.

Table of Contents

Of Education

Biography of John Milton

MR. SAMUEL HARTLIB, to whom the following letter was addressed, was the son of a Polish merchant of German descent and an English mother. He lived in London during a large part of his life, and was actively interested in a vast number of educational and philanthropic schemes. It appears from the “Tractate” itself that he had requested Milton to put into writing some of the ideas on the education of a gentleman which they had from time to time touched on in conversation; and the present treatise is the result.

Beginning with the definition of a “complete and generous education” as one “which fits a man to perform justly, skilfully, and magnanimously all the offices, both public and private, of peace and war,” Milton proceeds to lay down a program which is likely to startle the modern reader. The stress on Latin and Greek at the beginning is easily accounted for by the fact that in Milton’s day these tongues were the only keys to the storehouse of learning; but the casual way in which Chaldean and Syrian are added to Hebrew seems to indicate that the author tended to overestimate the ease with which the ordinary youth acquires languages. But the mark of the system here expounded is that language is to be merely a means, not an end; that things and not words constitute the elements of education. Thus the Greek and Latin authors prescribed are chosen for the value of their subject matter, and provision is made for a comprehensive knowledge of the science of the time, as well as for training in religion and morals. The suggestions made for exercise have the same practical and utilitarian tendency, fencing, wrestling, and horsemanship being prescribed with a view to soldiership. Nor are the arts neglected, for poetry and music are given their place both as recreation and as influences on character.

This is indeed, as Milton confesses, “not a bow for every man to shoot in”; but as an ideal it is rich in both stimulus and practical suggestion.

Of Education

Table of Contents

To Master Samuel Hartlib.

Mr. Hartlib,

I AM long since persuaded, that to say, or do aught worth memory and imitation, no purpose or respect 1 should sooner move us, than simply the love of God, and of mankind. Nevertheless to write now the reforming of education, though it be one of the greatest and noblest designs that can be thought on, and for the want whereof this nation perishes, I had not yet at this time been induced, but by your earnest entreaties, and serious conjurements; 2 as having my mind for the present half diverted in the pursuance of some other assertions, 3 the knowledge and the use of which, can not but be a great furtherance both to the enlargement of truth, and honest living, with much more peace. Nor should the laws of any private friendship have prevailed with me to divide thus, or transpose 4 my former thoughts, but that I see those aims, those actions which have won you with me the esteem 5 of a person sent hither by some good providence from a far country to be the occasion and the incitement of great good to this island. And, as I hear, you have obtained the same repute with men of most approved wisdom, and some of highest authority among us. Not to mention the learned correspondence which you hold in foreign parts, and the extraordinary pains and diligence which you have used in this matter both here, and beyond the seas; either by the definite will of God so ruling, or the peculiar sway of nature, which also is God’s working. Neither can I think that so reputed, and so valued as you are, you would to the forfeit of your own discerning ability, impose upon me an unfit and over-ponderous argument, but that the satisfaction which you profess to have received from those incidental discourses which we have wandered into, hath pressed and almost constrained you into a persuasion, that what you require from me in this point, I neither ought, nor can in conscience defer beyond this time both of so much need at once, and so much opportunity to try what God hath determined. I will not resist therefore, whatever it is either of divine, or human obligement that you lay upon me; but will forthwith set down in writing, as you request me, that voluntary Idea, which hath long in silence presented itself to me, of a better education, in extent and comprehension far more large, and yet of time far shorter, and of attainment far more certain, than hath been yet in practise.

Brief I shall endeavor to be; for that which I have to say, assuredly this nation hath extreme need should be done sooner than spoken. To tell you therefore what I have benefited herein among old renowned authors. I shall spare; and to search what many modern Januas6 and Didactics7 more than ever I shall read, have projected, my inclination leads me not. But if you can accept of these few observations which have flowered off, and are, as it were, the burnishing 8 of many studious and contemplative years altogether spent in the search of religious and civil knowledge, and such as pleased you so well in the relating, I here give you them to dispose of.

The end then of learning is to repair the ruins of our first parents by regaining to know God aright, and out of that knowledge to love him, to imitate him, to be like him, as we may the nearest by possessing our souls of true virtue, which being united to the heavenly grace of faith makes up the highest perfection. But because our understanding can not in this body found itself but on sensible 9 things, nor arrive so clearly to the knowledge of God and things invisible, as by orderly conning over the visible and inferior creature, the same method is necessarily to be followed in all discreet teaching. And seeing every nation affords not experience and tradition enough for all kind of learning, therefore we are chiefly taught the languages of those people who have at any time been most industrious after wisdom; so that language is but the instrument conveying to us things useful to be known. And though a linguist should pride himself to have all the tongues that Babel cleft the world into, yet if he have not studied the solid things in them as well as the words and lexicons, he were nothing so much to be esteemed a learned man, as any yoeman or tradesman competently wise in his mother dialect only. Hence appear the many mistakes which have made learning generally so unpleasing and so unsuccessful; first we do amiss to spend seven or eight years merely in scraping together so much miserable Latin and Greek, as might be learned other wise easily and delightfully in one year. And that which casts our proficiency therein so much behind, is our time lost partly in too oft idle vacancies 10 given both to schools and universities, partly in a preposterous 11 exaction, forcing the empty wits of children to compose themes, verses and orations, which are the acts of ripest judgment and the final work of a head filled by long reading and observing, with elegant maxims, and copious invention. These are not matters to be wrung from poor striplings, like blood out of the nose, or the plucking of untimely fruit: besides the ill habit which they get of wretched barbarizing against the Latin and Greek idiom, with their untutored Anglicisms, odious to be read, yet not to be avoided without a well continued and judicious conversing 12 among pure authors digested, which they scarce taste, whereas, if after some preparatory grounds of speech by their certain forms got into memory, they were led to the praxis 13 thereof in some chosen short books lessoned throughly to them, they might then forthwith proceed to learn the substance of good things, and arts in due order, which would bring the whole language quickly into their power. This I take to be the most rational and most profitable way of learning languages, and whereby we may best hope to give account to God of our youth spent herein: and for the usual method of teaching arts, I deem it to be an old error of universities not yet well recovered from the scholastic grossness of barbarous ages, that instead of beginning with arts most easy, and those be such as are most obvious to the sense, they present their young unmatriculated novices at first coming with the most intellective 14 abstractions of logic and metaphysics; so that they having but newly left those grammatic flats and shallows where they stuck unreasonably to learn a few words with lamentable construction, and now on the sudden transported under another climate to be tossed and turmoiled with their unballasted wits in fathomless and unquiet deeps of controversy, do for the most part grow into hatred and contempt of learning, mocked and deluded all this while with ragged notions and babblements, while they expected worthy and delightful knowledge, till poverty or youthful years call them importunately their several ways, and hasten them with the sway 15 of friends either to an ambitious and mercenary, or ignorantly zealous divinity; some allured to the trade of law, grounding their purposes not on the prudent and heavenly contemplation of justice and equity which was never taught them, but on the promising and pleasing thoughts of litigious terms, fat contentions and flowing fees; others betake them to State affairs, with souls so unprincipled in virtue and true generous breeding, that flattery, and court shifts 16 and tyrannous aphorisms appear to them the highest points of wisdom; instilling their barren hearts with a conscientious slavery, 17 if, as I rather think, it be not feigned. Others lastly of a more delicious and airy spirit, 18 retire themselves knowing no better, to the enjoyments of ease and luxury, living out their days in feast and jollity; which indeed is the wisest and the safest course of all these, unless they were with more integrity undertaken. And these are the fruits of misspending our prime youth at the schools and universities as we do, either in learning mere words or such things chiefly, as were better unlearned.

I shall detain you no longer in the demonstration of what we should not do, but straight conduct ye to a hill side where I will point ye out the right path of a virtuous and noble education; laborious indeed at the first ascent, but else so smooth, so green, so full of goodly prospect, and melodious sounds on every side, that the harp of Orpheus19 was not more charming. I doubt not but ye shall have more ado to drive our dullest and laziest youth, our stocks and stubs from the infinite desire of such a happy nurture, than we have not to hale and drag our choicest and hopefulest wits to that asinine feast of sowthistles and brambles which is commonly set before them, as all the food and entertainment of their tenderest and most docible 20 age. I call therefore 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. And how all this may be done between twelve, and one and twenty, less time than is now bestowed in pure trifling at grammar and sophistry, is to be thus ordered.

First to find out a spacious house and ground about it fit for an academy, and big enough to lodge a hundred and fifty persons, whereof twenty or thereabout may be attendants, all under the government of one, who shall be thought of desert sufficient, and ability either to do all, or wisely to direct, and oversee it done. This place should be at once both school and university, not heeding a remove to any other house of scholarship, except it be some peculiar College of Law, or Physic, where they mean to be practitioners; but as for those general studies which take up all our time from Lilly21 to the commencing, 22 as they term it, Master of Art, it should be absolute. After this pattern, as many Edifices may be converted to this use, as shall be needful in every city throughout this land, which would tend much to the increase of learning and civility everywhere. This number, less or more thus collected, to the convenience of a foot company, or interchangeably two troops of cavalry, should divide their day’s work into three parts, as it lies orderly. Their studies, their exercise, and their diet.

For the studies, first they should begin with the chief and necessary rules of some good grammar, either that now used, or any better: and while this is doing, their speech is to be fashioned to a distinct and clear pronunciation, as near as may be to the Italian, especially in the vowels. For we Englishmen being far northerly, do not open our mouths in the cold air, wide enough to grace a southern tongue; but are observed by all other nations to speak exceeding close and inward: So that to smatter Latin with an English mouth, is as ill a hearing as Law-French. Next to make them expert in the usefulest points of grammar, and withal to season 23 them, and win them early to the love of virtue and true labor, ere any flattering seducement, or vain principle seize them wandering, some easy and delightful book of education would be read to them; whereof the Greeks have store, as Cebes, 24Plutarch, 25 and other Socratic discourses. But in Latin we have none of classic authority extant, except the two or three first books of Quintilian, 26 and some select pieces elsewhere. But here the main skill and groundwork will be, to temper 27