Ainsworth—Milton as a Writer on Education, 49 
From the study of external nature the pupils proceed, in the 
next stage of the course, to the study of human ideals and institu¬ 
tions. Between the ages of sixteen and nineteen, they read the 
standard treatises on ethics, economies, politics, law, theology, and 
history both sacred and secular. These subjects are more in accord 
with what are commonly known as the humanities. They are in¬ 
tended, through the study of man and his works, to give the pupils 
a further insight into the purposes of the Creator, as well as to 
acquaint them with the nature of practical affairs. Toward the 
end of this stage, the greatest masterpieces of literature are read, 
and an attempt is made to impart something of their true spirit 
to the students. 
In the last stage of all, the pupils are to learn the laws of con¬ 
struction that underlie every great type of writing; and now, 
but not before, are they to be formally trained in the art of com¬ 
position, ''when they shall be thus fraught with an universal in¬ 
sight into things.”-^ 
From Milton’s use of natural science as a means of training 
the mind and building character, it may be inferred that he had 
no superstitious fear of its destroying religious faith. Indeed, in 
the matter of scientific truth as opposed to civil or ecclesiastical 
authority, Milton was on the side of scientific truth; for in visit¬ 
ing the aged Galileo, he defied the Inquisition. Milton, however, 
believed that true science and true theology both are ultimately 
rational; and he took no interest in the ingenious opposition be¬ 
tween them, which has puzzled some minds since the time, prob¬ 
ably, of Heraclitus. 
At the same time, he realized that the functions of science and 
of religion are distinct, and that neither one can do the work of 
both. Science may lead us to a rational conviction of divine truth, 
but moral power is supplied by faith alone. Accordingly, since 
his chief object is the development of character, Milton takes care 
from the very outset of his course to instill religious faith into the 
minds of his pupils. "After evening repast, till bedtime,” says 
he, "their thoughts would be best taken up in the easy grounds 
of religion, and the story of scripture.”^® He probably chose the 
evening as the time when the imagination is most active, and most 
open to feelings of reverence and affection. The severity of the 
master would be laid aside; and in after years the pupils would 
Prose Works, 3 :474. 
^Ibid., 3:469. 
