lofty fugues, or the whole symphony with artful and unimaginable touches adorn and grace the well-studied chords of some choice composer. Sometimes the lute or soft organ-stop, waiting on elegant voices either to religious, martial, or civil ditties, which, if wise men and prophets be not extremely out, have a great power over dispositions and manners, to smooth and make them gentle from rustic harshness and distempered passions.' The same rest, with the same accompaniment, is to follow after food. About two hours before supper, which I suppose would be at about seven or eight o'clock, 'they are by a sudden alarum or watchword to be called out to their military motions under sky or covert, according to the season, as was the Roman wont, first on foot, then, as their age permits, on horseback, to all the arts of cavalry; that having in sport, but with much exertion and daily muster, served out the rudiments of their soldiership in all the skill of encamping, marching, embattelling, fortifying, besieging and battering, with all the help of ancient and modern stratagems, tactics, and warlike maxims, they may, as it were, out of a long war come forth renowned and perfect commanders in the service of their country.' Milton had good reason to desire the formation of the nucleus of a citizen army, and much service might be rendered by our school rifle corps if they were organised on a more serious and laborious model.

In Milton's institution the vacations were intended to be short, but the time was not all to be spent in work without a break. In those vernal seasons of the year, when the air is calm and pleasant, it were an injury and sullenness against nature not to go out and see her riches, and partake in her rejoicing with heaven and earth. I should not therefore be a persuader to them of studying much then, after two or three years, that they have well

laid their grounds, but to ride out in companies with prudent and staid guides into all quarters of the land, learning and observing all places of strength, all commodities of building and of soil for towns and villages, harbours and ports of trade; sometimes taking sea as far as our navy, to learn also what they can in the practical knowledge of sailing and sea fights. These journeys would try all their peculiarities of nature, and if there were any such excellence among them would fetch it out, and give it fair opportunities to advance itself by.' 'This,' he says, 'will be much better than asking Monsieurs of Paris to take our hopeful youths into their slight and prodigal custody, and send them back transformed into mimics, apes and kickshoes.' Travelling abroad is to be deferred to the age of three-and-twenty, when they will be better able to profit by it. In Milton's time communication was far more difficult than it is now. Not only was a short trip on the Continent out of the question, but even travelling in England was laborious and slow. Yet even in these days our young statesmen are profoundly ignorant of the country to which they belong, and a knowledge of its character and resources should be the first foundation of sound political wisdom. In our own day we might go so far as to regard a knowledge of the whole world as the fitting conclusion to a liberal education, and Milton, if he were writing now, might recommend an educational cruise such as has been attempted in America and France. Of diet, his last division, Milton tells us nothing except that it should be in the same house, and that it should be plain, healthful, and moderate.

In conclusion Milton anticipates some of the objections which might be raised against his plan, on the score of its impracticability, or its aiming at too high a standard. He admits that a scheme of this kind cannot be carried

Difficult, but Possible.

ΙΟΙ

out except under the most favourable conditions, with teachers and scholars above the average. 'I believe,' he

says, 'that this is not a bow for every man to shoot in, that counts himself a teacher; but will require sinews almost equal to those which Homer gave Ulysses; yet I am withal persuaded that it may prove much more easy in the essay than it now seems at a distance, and much more illustrious, howbeit, not more difficult than I imagine, and that imagination presents me with nothing else, but very happy and very possible, according to best wishes, if God have so decreed, and this age have spirit and capacity enough to apprehend.'

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CHAPTER VII.

LOCKE

THE ideas on education first mooted in an irregular and jesting manner by Rabelais, then developed and made current in good society by Montaigne, were popularised in England by Locke, and through him exercised a mighty influence over Europe in the Émile of Rousseau. Although Locke's 'Thoughts on Education'1 are probably little read in the present day, they have had a powerful effect on the attitude of English society towards education, and, consciously or unconsciously, they determine the character of our most characteristic educational institution, the English public school. These schools, on their intellectual sides the creation of John Sturm and the Jesuits, have been deeply penetrated by the spirit of naturalism, but we imagine that few of those who defend the fresh air and healthy exercise, the self-government and the savoir faire which our public schools provide with such success, have any idea that the principles which they support from prejudice have their origin in the theories of two such philosophers as Locke and Rousseau.

The similarity between Locke and Montaigne is very apparent, and it will be well to examine it more closely. Both recommend education by a tutor rather than in a

1 The best edition of Locke's Thoughts on Education' is that by the Rev. R. H. Quick, published at the Cambridge University Press, 1880.

A Private Tutor Preferable.

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public school. In comparing the advantages of the home and the school Locke says, 'I confess both sides have their inconveniences. Being abroad 'tis true will make him bolder, and better able to bustle and shift among boys of his own age, and the emulation of schoolfellows often puts life and industry into young lads. But till you can find a school wherein it is possible for the master to look after the manners of his scholars, and can show as great effects of his care of forming their minds to virtue and their carriage to good breeding, you must confess that you have a strange value for words when ... you think it worth while to hazard your son's innocence and virtue for a little Greek and Latin. For as for that boldness and spirit which lads get amongst their playfellows at school, it has ordinarily such a mixture of rudeness and ill-turned confidence that their misbecoming and disingenuous ways of shifting in the world must be unlearnt, and all the tincture washed out again, to make way for better principles and such manners as make a truly worthy man. Great care is to be taken in the choice of a tutor, and no expense is to be spared. He that at any rate procures his child a good mind, well-principled, tempered to virtue and usefulness, and adorned with civility and good-breeding, makes a better purchase for him than if he laid out the money for an addition of more earth to his former acres.' The consideration of charge ought not to deter those who are able. Spare no care nor cost to get a good tutor. If you get a good one you will never repent the charge, but will always have the satisfaction to think it the money of all others the best laid out. Most parents only look for a sober man and a scholar, but 'when such an one has emptied out into his pupil all the Latin and logic he has brought from the University, will that furniture make him a fine gentleman?' 'To