50 
Wisconsin Academy of Sciences, Arts, and Letters, 
cherish the impressions of these hours with a fondness and tenacity 
that formal precepts never could evoke. 
The Tractate Of Education is so rich in suggestion that one is 
confined in a brief space to a few such outstanding features as 
I have discussed. Perhaps Milton’s own words at the close of the 
treatise, since they show that he felt the work to be suggestive 
rather than final, may bring this paper to a fitting conclusion. 
Thus, Mr. Bfartlib, you have a general view in writing, as your desire was, 
of that which at several times I had discoursed with you concerning the best 
and noblest way of education; . . . many other circumstances also I 
could have mentioned, but this, to such as have the worth in them to make 
trial, for light and direction may be enough. Only I believe 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 assay, than it now 
seems at distance, and much more illustrious; howbeit, not more difficult than 
I imagine, and that imagination presents me with nothing 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. 24 
3:478. 
