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JOHN MILTON, magnum et venerabile nomen, was born in Bread Street, London, on the 9th December, 1608. He was educated at St. Paul's School, and Christ's College, Cambridge. On leaving the University, in 1632, he spent five years under his father's roof at Horton, Bucks, in regular and severe study, not only ranging over the widest field of classical and modern literature, but including theology, and more than one Oriental language, in addition to Hebrew.
After a tour on the Continent, which occupied nearly two years, hé settled in London, and very early engaged in the controversies of the time, publishing, in 1641, the Tractate of Reformation. His life was strictly retired, almost ascetic, passed in his studies or among his pupils. He had just commenced a History of England, when, without any solicitation, he was invited by the Council of State to be their Foreign Secretary. Diplomatic correspondence was then carried on in Latin, and Milton was the first Latinist of his age and country.
In 1652, the blindness which had threatened him for some time became complete. In 1658, Paradise Lost was menced, and occupied him about five years. ' Paradise Regained and Samson Agonistes were published together in 1671. He died at the age of sixty-six, and was buried in the Church of St. Giles, Cripplegate.
Milton's prose writings are chiefly polemical and political. His prose, like that of many of our early writers, is of very unequal quality. Mr. Hallam says that his intermixture of
familiar with learned phraseology is unpleasing, and the structure of his sentences elaborate; that he seldom reaches any harmony, and that his wit is poor and without ease. If the justness of Mr. Hallam's strictures must be admitted, we may also accept his praise that these writings glow with an intense love of liberty and truth, and contain frequent passages of the highest imaginative power, in which the majestic soul of Milton breathes such high thoughts as had not been uttered before.
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 yeoman or tradesman competently wise in his mother dialect only. Hence appear
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 learnt otherwise 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 given both to Schools and Universities, partly in a preposterous 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 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 thereof in some chosen short book lessoned thoroughly 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 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 tost 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 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 and tyrannous aphorisms appear to them the highest points of wisdom; instilling their barren hearts with a conscientious slavery, if, as I rather think, it be not feigned. Others, lastly, of a more delicious and airy spirit, 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 errors 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 unlearnt.
I shall detain you no longer in the demonstration of what we should not do, but straight conduct ye to a hillside, 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 Orpheus was not more charming. I doubt not but ye shall have more ado to drive our dullest and laziest youth, our stocks and stubbs from the infinite desire of such a happy nurture, than we have now to hale and drag our choicest and hopefullest wits to that asinine feast of sow-thistles and brambles which is commonly set before them, as all the food and entertainment of their tenderest and most docible 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.
2. Of Unlicensed Printing. I DENY not, but that it is of greatest concernment in the Church and Commonwealth, to have a vigilant eye how books demean themselves, as well as men; and thereafter to confine, imprison, and do sharpest justice on them as malefactors: for books are not absolutely dead things, but do contain a potency of life in them to be as active as that soul was whose progeny they are; nay they do preserve as in a vial the purest efficacy and extraction of that living intellect that bred them. I know they are as lively, and as vigorously productive, as those fabulous dragon's teeth; and being sown up and down, may chance to spring up armed men.
And yet, on the other hand, unless wariness be used, as good almost kill a man as kill a good book. Who kills a man kills a reasonable creature, God's image; but he who destroys a good book, kills reason itself, kills the image of God, as it were in the eye. Many a man lives a burden to the earth; but a good book is the precious life-blood of a master spirit, embalmed and treasured up on purpose to a life beyond life. It is true, no age can restore a life, whereof perhaps there is no great loss; and revolutions of ages do not oft recover the loss of a rejected truth, for the want of which whole nations fare the worse. We should be wary therefore what persecution we raise