Milton's Theory of Education

Author(s): Tyrus Hillway

Source: College English , Apr., 1944, Vol. 5, No. 7 (Apr., 1944), pp. 376-379
Published by: National Council of Teachers of English

Stable URL: https://www.jstor.org/stable/371050

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376 COLLEGE ENGLISH

els
elsand
andexpressed
expressed
ideas ideas
fit himfit
intohim climate
climate
the into to
to be
the be brought
broughttotofull
fullharvest.
harvest.
shallow and visible confines of the That this harvest was denied him seems
authentic minor talent, one senses the within
irrevocably ironic frustration in the
him the seeds of greatness which, career as with of a man whose reputation will, as
most of us, would have required only a consequence, rest upon his several
the proper combination of time and social studies of irony and frustration.

MILTON'S THEORY OF EDUCATION

TYRUS HILLWAYI

A theory of education presumably sentence

sentence outlining
outlining
in general
in general
terms theterms t
consists in a consideration of all the ob- nature of Milton's aims for education:
jectives which the teacher aims to "I call therefore a compleat and generous
achieve by his teaching. Examined from Education that which fits a man to per-
this viewpoint, Milton's Tractate on form justly, skilfully and magnanimous-
Education cannot be called an expositionly all the offices both private and publick
of his educational theory but rather a of Peace and War."2 Few, indeed, will
discussion of his teaching methods. Two challenge the fitness and excellence of
very familiar but somewhat broad state- that statement. Its fault, however, lies
ments regarding the purposes of educa- in its excessively broad scope. Precisely
tion are contained in it, of course; and what, after all, are "the offices both
these have been thought of commonly private and publick of Peace and War?"
but incorrectly as embracing the whole The Tractate contains also a less
of his educational theory. familiar but more characteristic descrip-
It will be the aim of this paper to tion of Milton's pedagogical objectives:
point out another work of Milton which"The end then of Learning is to repair
more nearly describes the objectives ofthe ruines of our first Parents by regain-
Milton's teaching and which until now Ing to know God aright, and out of that
has not been mentioned in connection knowledge to love him, to imitate him,
with the Tractate. This work is the De to be like him, as we may the neerest by
doctrina Christiana, of which the secondpossessing our souls of true vertue, which
book deals very specifically with educa- being united to the heavenly grace of faith
tional ideals. In order to justify what per- makes up the highest perfection."3 Ob-
haps at first thought amounts to audaci- viously, there are elements of parallelism
ty in identifying this essentially religious between the foregoing sentence and those
work with education, it will be necessarylines in Paradise Lost which reveal the
both to show the inadequacy of the Trac-major purpose of that poem:
tate as a presentation of Milton's educa- That to the highth of this great Argument
tional theory and to compare the De doc- I may assert Eternal Providence,
trina with a familiar modern statement And justifie the wayes of God to men.4
of the purposes of education. 2 The Works of John Milton, ed. F. A. Patterson
The Tractate contains a much-quoted (New York: Columbia University Press, 1931),
IV, 280.

I Hillyer Junior College, Hartford, Conn. 3 Ibid., IV, 277. 4 I, 24-26.

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 MILTON'S THEORY OF EDUCATION 377

Professor Bundy long ago suggested treats of the good works through which
that "in Paradise Lost the poet isthe inter-
worship of God may be accom-
ested in the problem of education."s plished.
But "Verus Dei cultus in studio
Bundy believed that the two statements bonorum operum praecipue positus est."7
from the Tractate are fundamentally The first
op- book, it will be remembered,
posite in character.6 The former, he largely deals with Christian faith. Milton
thought, emphasizes the potential good-divides the potential good works of man
ness of man's nature; while the latter into two classes: first, the general virtues
points to the human soul's inherent sin- or duties and, second, the particular
fulness. Though such a distinction may virtues or duties.
be convenient in order to show the re- The general virtues are five: wisdom
lationship of one statement to the peda-(that is, the discovery and application of
gogical attitude of Raphael and of the God's will in all human actions) and pru-
other to the pedagogical attitude of dence (discretion or practical wisdom),
Michael, it is difficult from an objectiveboth of which arise from or belong to
point of view to see any logical incom-man's understanding; and sincerity (or
patibility between them. Milton mightintegrity), promptitude (that is, the
very well have combined the two sen- maintenance of a ready and willing
tences into something of this kind: In spirit), and constancy (perseverance in a
order to fit a man for the performance right course of action), which all arise
justly, skilfully, and magnanimously of allfrom or belong to the will.
the offices both private and public of peace The particular virtues consist in duties
and wtar, education must help him to repair
toward God and in duties toward man-
the ruins of our first parents by teachingkind. The duties toward God are internal
him to know God aright, and out of that and external worship. The duties toward
knowledge to love Him, to imitate Him, to be
man are divided between what a man
like Him, as we may the nearest by possess-owes to himself and what he owes to his
ing our souls of true virtue, which being neighbor. An attitude of love and good
united to the heavenly grace of faith makeswill toward all mankind and the habit of
up the highest perfection. righteous living make up the general
It is to the De doctrina, however, thatduties which man owes to himself. Par-
one must look for an explanation in ticular duties which a man owes to him-
specific terms of the offices, or virtues, ofinclude moderation in eating and
self
the properly educated man. Here, in drinking, in sex, in language and be-
considerable detail, Milton discusses the havior, and in dress; contentment with
objectives toward which a Christian life his lot, expressed by frugality, industry,
must aspire. These, one may infer with- and a liberal spirit; a regard for his own
out any bold stretching of the imagina- dignity; and fortitude and patience to re-
tion, must necessarily be also the objec- sist or endure evil. The duties which man
tives toward which, in Milton's thinking,owes to his neighbor are charity, love,
the ideal Christian education should innocence of any voluntary injury, re-
aspire. spect for the modesty of others, respect
The second book of the De doctrina for a neighbor's good name, tact, veraci-
ty, open dealing, the faithful perform-
S Murray W. Bundy, "Milton's View of Educa-
tion in Paradise Lost," JEGP, XXI (1922), 127.
' The Columbia Milton, XVII, 2. This text is fol-
6lbid., pp. I28-29. lowed throughout for the De doctrina.

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378 COLLEGE ENGLISH

ance of promises, the keeping of operation,

secrets,courtesy, appreciation and
dignified conduct, courtesy, refinement conservation of the home, skill in home-
of conversation, respect for themaking, propertyand democratic family relation-
of others, and the willingness to assistThe
ships.12 a objectives of economic effi-
neighbor in distress. Finally, there ciencyare
comprise good workmanship, ac-
numerous duties of a special nature curate occupational information, right
which involve the relationships between occupational choice, occupational ad-
husbands and wives, parents and chil- justment and improvement, knowledge
dren, and the like; as well as almsgiving, of personal economics, consumer judg-
hospitality, and the relations between ment, efficiency in buying, and consumer
the people and their political and reli- protection.'3 The objectives of civic re-
gious officials. These, it seems virtually sponsibility comprehend social justice,
certain, are the Christian attributes to community improvement, social under-
which Milton refers as "the offices both standing, defense against propaganda,
private and publick of Peace and War."8 conservation of national resources, appli-
To identify these "offices" further as cation of science for the general welfare,
educational aims, one may set beside world citizenship, respect for law, eco-
them a typical modern statement re- nomic literacy, acceptance of civic
garding the chief purposes of education. duties, and loyalty to democratic ideals.'4
Such a statement is found in a report It seems clear that, in spite of the differ-
published by the Educational Policies ences in language and viewpoint, Milton
Commission of the National Education and the compilers of the above list of
Association of the United States.9 This educational aims are both attempting to
publication lists major aims under four describe the activities and attitudes to-
headings: the objectives of self-realiza- ward which good education must pro-
tion, of human relationship, of economic ceed.
efficiency, and of civic responsibility.'0 For Milton the teacher, academic
The objectives of self-realization consist scholarship is of considerably less worth
in the inquiring mind, clear speech, effi-to man than moral character and reli-
cient reading, effective writing, counting gious feeling. Raphael's words to Adam
and calculating, listening and observing, in Paradise Lost reflect this view:
personal and public health knowledge,
Sollicit not thy thoughts with matters hid,
good health habits, interest in recreation,Leave them to God above.....
intellectual interests, appreciation of
beauty, and character." The objectives be lowlie wise:
of human relationship are respect for hu- Think onely what concernes thee and thy being;
manity, enjoyment of friendships, co- Dream not of other Worlds, what Creatures
there
8 Indeed, Milton indicates more than once in the Live, in what state, condition or degree."5
Tractate that moral and religious aims are of greater
importance in education than those of a purely For, says Raphael,
scholastic nature. For examples cf. the following
from the Columbia Milton, Vol. IV: 275, 11. 2-5; Knowledge is as food, and needs no less
276-77, 11. 26-21; 277, 11. 14-23; 279, 11. I6-20; Her Temperance over Appetite, to know
281, 1. 22; 282, 11. I-4; 284, 11. 17-20. In measure what the mind may well contain,
9 The Purposes of Education in American Democ-
racy (Washington, 1938). 12 Ibid., pp. 72-89. '4 Ibid., pp. 109-23.

10Ibid., pp. 47. "Ibid., pp. 51-71. '3 Ibid., pp. 91-106. " VIII, I67-76.

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 MILTON'S THEORY OF EDUCATION 379

Oppresses
Oppresseselse
elsewith
with Surfet,
Surfet,
and
and
soon
soon
turns
turns
the students which will "lead and draw
Wisdom
Wisdom totoFolly,
Folly,asasNourishment
Nourishmentto Winde.'6
tothem
Winde.'6
in willing obedience, enflam'd with
Instead,
Instead, mankind
mankindmust
mustlearn
learn the study of Learning, and the admira-
tion of Vertue."'8 Not wide and brilliant
the
the way
way that
thatmight
might direct
direct
Our
Our knowledge,
knowledge,andandthe
the
scale
scale
of of
Nature
Naturescholarship
set set but firm and careful nurture
From
From center
centerto
tocircumference,
circumference, whereon
whereonin Christian morality based upon an un-
In
In contemplation
contemplationofof created
createdthings
things derstanding of man's duties toward
By
By steps
stepswe
wemaymayascend
ascendto to
God.'7
God.'7
God, himself, and his neighbors must be
Milton recommends the selection of the school's aim for every pupil, Milton
textbooks and the use of lectures before teaches.

6 VII, 126-30. I8 The Columbia Milton, IV, 282 (from the Trac-
7 V, 508-12. tate).

THE ENGLISH PROFESSOR'S DILEMMA

WALLACE C. BROWN'

The
Theanomaly
anomaly of aof
literary
a literary whose universities
figurefigure whose emphasize "historical" at
work
workisis tacitly
tacitly
assumed
assumed
to be inferior
to be inferior
to the expense
to of "literary" criticism.
his
hishistorical
historical reputation
reputationraises raises
serious serious
An acquaintance of mine once said
doubts
doubtsabout
aboutourour
critical
critical
procedures
procedures
in that,in although he could readily establish
American
American universities.
universities.Poe asPoe
a poet
as is
a poet is
the importance of Poe in the history of
such
sucha afigure,
figure,and and
therethere
are many manyAmerican
are others. others. poetry, he always had a hard
The English professor's preoccupation time showing that Poe was a good poet.
with social, political, and biographical Strange predicament: Poe a great poetic
aspects of his subject rather than with its figure but a dubious poet! And in my
value as literature has exposed him to the own experience this dilemma often oc-
charge of functioning as an adjunct of curs with English poets from Dryden to
the history department. It is at this point Wordsworth. We can resolve this prob-
that some of our best critics today have lem, it seems to me, in only one of two
taken up arms-men like Professors John ways. We may assume that an impor-
Crowe Ransom, Alien Tate, Cleanth tant poetic figure need not be an im-
Brooks, and Robert Penn Warren in one portant poet. This position would allow
group; Professors Ronald S. Crane, Nor- us to leave poets like Gray, Collins, Poe,
man F. Maclean, and Elder Olson in Longfellow, and others in the histories
another; and even Mr. I. A. Richards of literature and go on ignoring their
and Mr. T. S. Eliot have tackled the poetry as poetry. Or we can maintain
problem, the latter going so far as to that, if such poets are important at all,
question whether English literature can their importance must lie primarily in
be profitably taught to undergraduates their poetry, and then proceed to ex-
at all. Whatever else they may not have amine it for proof of this assumption. It
in common, critics like these agree that is the latter position that I wish to main-
the English departments of American tain in this paper.
' The University of Kansas City. Two of the best-known anthology

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