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Though it be one of the greatest and noblest designs that can be thought on, and for want of which this nation perishes, I had not at this time been induced but by your earnest entreaties and serious conjurements. The efficient cause thus referred to existed in the person of Samuel Hartlib, philanthropist and polypragmatist, precursor of the Franklins and Rumfords of the succeeding century. The son of a Polish exile of German extraction, Hartlib had settled in England about 1627. He found the country behindhand both economically and socially, and with benign fervour applied himself to its regeneration. Agriculture was his principal hobby, and he effected much towards its improvement in England, rather however by editing the unpublished treatises of Weston and Child than by any direct contributions of his own. Next among the undertakings to which he devoted himself were two of no less moment than the union of British and foreign Protestants, and the reform of English education by the introduction of the methods of Comenius. This Moravian pastor, the Pestalozzi of his age, had first of men grasped the idea that the ordinary school methods were better adapted to instil a knowledge of words than a knowledge of things. He was, in a word, the inventor of object lessons. He also strove to organize education as a connected whole from the infant school to the last touch of polish from foreign travel. Milton alludes almost scornfully to Comenius in his preface to Hartlib, but his tract is nevertheless imbued with the Moravian's principles. His aim, like Comenius's, is to provide for the instruction of all,
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His view is as strictly utilitarian as Comenius's.
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Language is but the instrument conveying to us things useful to be known. Of the study of language as intellectual discipline he says nothing, and his whole course of instruction is governed by the desire of imparting useful knowledge. Whatever we may think of the system of teaching which in our day allows a youth to leave school disgracefully ignorant of physical and political geography, of history and foreign languages, it cannot be denied that Milton goes into the opposite extreme, and would overload the young mind with more information than it could possibly digest. His scheme is further vitiated by a fault which we should not have looked for in him, indiscriminate reverence for the classical writers, extending to subjects in which they were but children compared with the moderns. It moves something more than a smile to find ingenuous youth referred to Pliny and Solinus for instruction in physical science; and one wonders what the agricultural Hartlib thought of the proposed course of
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Cato, Varro, and Columella, whose precepts are adapted for the climate of Italy. Another error, obvious to any dunce, was concealed from Milton by his own intellectual greatness. He legislates for a college of Miltons. He never suspects that the course he is prescribing would be beyond the abilities of nine hundred and ninety-nine scholars in a thousand, and that the thousandth would die of it. If a difficulty occurs he contemptuously puts it aside. He has not provided for Italian, but can it not
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?
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Ere this time the Hebrew tongue (of which we have not hitherto heard a syllable),