were his intimate friends." He threw into his lessons the same energy
which he carried into everything else. In his eagerness to find a
place for everything that could be learnt, there could have been few
hours in the day which were not invaded by teaching. He had exchanged
the contemplative leisure of Horton for a busy life, in which no hour
but had its calls. Even on Sundays there were lessons in the Greek
Testament and dictations of a system of Divinity in Latin. His
pamphlets of this period betray, in their want of measure and
equilibrium, even in their heated style and passion-flushed language,
the life at high pressure which their author was leading.

We have no account of Milton's method of teaching from any competent
pupil. Edward Phillips was an amiable and upright man, who earned his
living respectably by tuition and the compilation of books. He held
his uncle's memory in great veneration. But when he comes to
describe the education he received at his uncle's hands, the only
characteristic on which he dwells is that of quantity. Phillips's
account is, however, supplemented for us by Milton's written theory.
His _Tractate of Education to Master Samuel Hartlib_ is probably known
even to those who have never looked at anything else of Milton's in
prose.

Of all the practical arts, that of education seems the most cumbrous
in its method, and to be productive of the smallest results with the
most lavish expenditure of means. Hence the subject of education is
one which is always luring on the innovator and the theorist.
Every one, as he grows up, becomes aware of time lost, and effort
misapplied, in his own case. It is not unnatural to desire to save our
children from a like waste of power. And in a time such as was that
of Milton's youth, when all traditions were being questioned, and all