Minor Poems by Milton.

by John Milton.

PREFACE.

The purpose held in view by those who place the study of Milton in high school English courses is twofold: first, that youth may seasonably become acquainted with a portion of our great cla.s.sic poetry; and, secondly, that they may in this poetry encounter and learn to conquer difficulties more serious than those they have met in the literature they have hitherto read. It is for the teacher to see to it that both these aims are attained. The pupil must read with interest, and he must expect at the same time to have to do some strenuous thinking and not to object to turning over many books.

The average pupil will not at first read anything of Milton with perfect enjoyment. He will, with his wonted docility, commit pa.s.sages to memory, and he will do his best to speak these pa.s.sages with the elocution on which you insist. But the taste for this poetry is an acquired one, and in the acquisition usually costs efforts quite alien to the prevailing conceptions of reading as a pleasurable recreation.

The task of pedagogy at this point becomes delicate. First of all, the teacher must recognize the fact that his cla.s.s will not, however good their intentions, leap to a liking for Comus or Lycidas or even for the Nativity Ode. It is of no use to a.s.sign stanzas or lines as lessons and to expect these to be studied to a conclusion like a task of French translation. The only way not to be disappointed in the performance of the cla.s.s is to expect nothing. It will be well at first, except where the test is quite simple, for the teacher to read it himself, making comment, in the way of explanation, as he goes on. Now and then he will stop and have a little quiz to hold attention. When cla.s.sical allusions come up requiring research, the teacher will tell in what books the matter may be looked up, and will show how other poets, or Milton elsewhere, have played with the same piece of history or mythology. Thus a poem may be dealt with for a number of days. Repet.i.tion is, to a certain extent, excellent. The verses begin to sink into the young minds; the measure appeals to the inborn sense of rhythm; the poem is caught by the ear like a piece of music; the utterance of it becomes more like singing than speaking. In fact, the great secret of teaching poetry in school is to get rid of the commonplace manner of speech befitting a recitation in language or science, and to put in practice the obvious truth that verse has its own form, which is very different from the form of prose. But repet.i.tion may go too far. Over-familiarity may beget indifference. Other poems await the attention of the cla.s.s.

The teacher who really means to interest his cla.s.ses, and begins by being interested and interesting himself, will rarely fail to accomplish his purpose. The princ.i.p.al obstacle to success here is the necessity, that frequently exists, of conforming to the custom of examining, marking, and ranking--a practice that thwarts genuine personal influence, formalizes all procedures, and tends to deaden natural interest by subst.i.tuting for it the artificial interest of school standing. The Milton lesson must be a serious one because it is given to the study of the serious work of the gravest and most high-minded of men; and it must be an enjoyable one because it deals with the verse of the most musical of poets, and because one mood of joy is the only mood in which literature can be profitably studied.

As to the difficulties which the learner first encounters when he comes to Milton, these grow sometimes out of the diction, sometimes out of the syntax, and sometimes out of the poet's figures and allusions. Some difficulties can be explained at once and completely. Others cannot be explained at all with any reasonable hope of touching the beginner's mind with matter that he can appropriate. Often the young reader slips over points of possible learned annotation without the least consciousness that here great scholarship might make an imposing display. Perfectly useless is it to set forth for the pupil the interesting echoes from ancient poets which generations of delving scholars have acc.u.mulated in their notes to Milton, pleasing as these are to mature readers.

The rule should be to expound and ill.u.s.trate sufficiently to remove those perplexities which really tease the pupil's mind and cause him to feel dissatisfaction with himself. In many cases our only course is to postpone exposition and to trust that the learner will grow up to the insight which he as yet does not possess and which we cannot possibly give him. A learned writer, like Milton, who has read all antiquity, and who has no purpose of writing for children, inevitably contemplates a public of men approximately his equals in culture, and expects to find "fit audience, though few."

But many of the difficulties that confront the beginner in Milton ask only to be explained at once by some one who has had more experience in the older literature. Archaic forms of words and expressions, with which the ripe student is familiar, worry the tyro, and must be accounted for.

Often the common dictionaries will give all needed help; but the best means of acquiring speedy familiarity with obsolete and rare forms is a Milton concordance--such as that of Bradshaw--in connection with the Century Dictionary, or with the Oxford Dictionary, so far as this goes.

These means of easy research should be at hand. I find that pupils often need a pretty sharp spur to make them use even their abridged dictionaries. But so far as concerns acquaintance with the vocabulary of poetic diction, nothing will do except the dictionary habit, accompanied by an effort of the memory to retain what has been learned.

Difficulties that lurk in an involved syntax the pupil may usually be expected to solve by study. But such a peculiar construction as that in Sonnet X 9 will probably have to be explained to him.

In the puritan theology and its implications he cannot take much interest, and will of course not be asked to do so. But high school students of Milton will ordinarily, in their historical courses, have come down to the times in which the poet lived, will understand his relation to public events, and will appreciate his feeling toward the English ecclesiastical system. Puritanism, a phenomenon of the most tremendous importance at a certain period of English history, has so completely disappeared from the modern world, that the utterances of a seventeenth-century poet, professedly a partisan, on matters of church and state, no longer exasperate, and can barely even interest, students of literature.

To read either Paradise Lost or the Divine Comedy we must find the poet's cosmical and his theological standpoint. We have no right to be surprised or shocked at his conceptions. We must take him as he is, and let him lead us through the universe as he has planned it. So long as we set up our modern views as a standard, and by this standard judge the ancient men, we fail in hospitality of thought, and come short of our duty as readers.

This consideration suggests yet another purpose in setting youth to the reading of Milton. By no means an ancient poet, he takes us, nevertheless, to a world different from our own, and in some sense helps us out of the modern time in which our lives have fallen, to show us how other ages conceived of G.o.d and Heaven. The mark of an educated man is respect for the past; the old philosophies and religions do not startle and repel him; his ancestors were once in those stages of belief; in some stage of this vast movement of thought he and his fellows are at the present moment. This largeness of view can be fruitfully impressed on youth only by letting them read, under wise guidance, the older poets.

OUTLINES OF THE LIFE OF MILTON.

John Milton was born in London on the ninth of December, 1608. Queen Elizabeth had then been dead five years, and the literature which we call Elizabethan was still being written by the men who had begun their careers under her reign. Spenser had died in 1599. The theatres were yet in the enjoyment of full popularity, and the play-writers were producing works that continued the traditions and the manner of the Elizabethan drama. Shakespeare had still eight years to live, and at least four of the great plays to write. Bacon's fame was already great, but the events of eighteen years were to cloud his reputation and establish his renown.

Jonson, great as a writer of masks, was to live till he might have seen, in Comus, how a young and scholarly puritan humanist thought that a mask should be conceived.

Born thus in the fifth year of the first of the Stuarts, Milton lived to witness all the vicissitudes of English politics in which that family was involved, except the very last. He did not see the Revolution of 1688.

Surviving for fourteen years the restoration of Charles II., he died in 1674, at the age of sixty-six.

Milton's social position can be inferred from the fact that his father was what was then called a scrivener,--that is, he kept an office in his dwelling, and was employed to draw up contracts, wills, and other legal doc.u.ments. This occupation implied knowledge at least of the forms of the law, though not of its history or principles. It did not imply liberal education, though it brought its pract.i.tioner, doubtless, more or less into contact with men of really professional standing in the science of jurisprudence. Perhaps the elder Milton cherished a deeper conviction of the value of cla.s.sic culture than do those who simply inherit, and take as a matter of course, the custom of devoting years to the study of ancient languages and literatures.

Evidently the father thought he saw in his son that promise of intellectual vigor and of sound moral stamina which justified the innovation, in his family, of sending his boy to the university. His preparation for college Milton got under private masters and at the famous public school of St. Paul's, which was near his home. This preparation consisted chiefly in exercises in Latin composition and literature, and was both thorough and effectual. At sixteen, when he went to college, he had already composed Latin verse, and he read and wrote Latin with facility.

In 1625 Milton entered Christ's College, Cambridge. Here he remained as a student seven years, or till 1632, taking in course his A.B. and A.M.

degrees, and, in spite of his studious habits and his aversion to the rough and wayward customs of student life, winning more and more, and at last having in full measure, the respect of his fellow-collegians. During these years he wrote, but did not publish, in Latin or English, no less than twenty-five pieces of verse, among them poems of no less note than the Nativity Ode, and the Sonnet on arriving at the age of twenty-three.

The lines on Shakespeare were also composed in this period, and appeared in print among the poems prefixed to the second Shakespeare folio in 1632.

Returning, at the close of his university course, to the paternal residence, the poet came, not to London, but to the village of Horton, in Buckinghamshire, where his father had taken a house in order to live in the country. Now had to be debated the question of a profession. Hitherto the son had seemed silently to acquiesce in the understood hope of the family that he would devote himself to a career in the church. But during his university years of study and observation his views had become fixed, his mind had advanced to self-determination, and he could not remain content with a future that seemed to hamper his intellectual freedom.

This difference between father and son was settled, apparently without strife, by the elder man's entire yielding to the desires of the younger.

The son could not, as we can well understand if we have read even only a little of his verse or his prose, be otherwise than strenuous, insistent, and masterful. To his father he was of course filial and respectful, we may imagine him even gentle; but conciliatory, yielding, the point being a vital one, it was not in his nature to be.

What the young Milton desired was to lead a life devoted to literature, or, more specifically, to poetry. This meant that he wished still to study a long time, to fathom all learning in all tongues. In college he had, besides Latin, mastered Greek, French, Italian, and Hebrew. His conception of a poet was of a most profoundly learned man. He had become aware of the existence of vast areas of knowledge that he had not yet explored. Other young men turned aside without misgiving from the ambition to know everything, and eagerly entered into useful and lucrative professions. But Milton scorns the thought of applying learning to the service of material gain. This is his poetical conception of his duty as a scholar. It will dominate the spirit of his life work. To understand his feelings at this time both toward his father and toward his ideals, we must read the Latin poem _Ad Patrem_, of which Professor Ma.s.son gives an English translation.

At Horton, therefore, Milton remains, still subsisting on his father's bounty. Having come back thither at the age of twenty-three, he continues to live at home for nearly six years, not yet practising any art by which to earn a livelihood. Occasionally he goes, on scholarly errands, to London, which is not far distant. He devotes himself simply to study, and having the poetic temperament, he cannot help devoting himself also to observation of nature. His learning becomes immense; his appet.i.te is insatiable.

To the Horton time belong the "minor poems" not already produced during the student years at Cambridge. Of the circ.u.mstances in which the several poems were written, an account is given in the Notes in this volume. This early, or minor, verse of Milton is elicited by pa.s.sing events, and is considered to concern only himself and a few friends. For immediate fame he takes no thought. He feels his immaturity. His ambition contemplates a distant future, and he meditates plans, as yet undefined and vague, of some great work that the world shall not willingly let die.

Very important in Milton's intellectual development is his journey to France and Italy, on which he set out in April, 1638. As an indication of his social position in England, we must note that he carries with him letters of introduction which secure to him notice and recognition from men of rank or of notable literary and scientific standing. He goes abroad as a cultivated private gentleman, known to have achieved distinction as a student. Undoubtedly his chief qualification for holding his own in learned Italian society was his command of languages, especially of Latin, unless indeed we are to put before his linguistic accomplishments the refined and gentlemanly personal bearing which was his birthright, and which, in his years of intense application to books, he had not forfeited. In Italy he a.s.sociated with men whose intellectual interests were the universal ones of science, in which he was as much at home as they. Thus he possessed a perfect outfit of the endowments and the acquisitions which a traveller needs to make his travel fruitful to himself and honorable to his country.

In Italy he made friends among men of note, and established relations which were to have their importance in his future life. But most memorable among his Italian experiences was his visit to the aged Galileo, who was then a "prisoner to the Inquisition" for teaching that the earth moves round the sun. The modern astronomy was then winning its way among men of thought very much as the doctrine of evolution has been winning its way during the last half century. Few minds surrendered instantly and without misgiving to the new conception. Milton has still many years to meditate the question before he comes to the composition of Paradise Lost, when his scheme of the physical universe will have to recognize the requirements of poetic art and the prevalence of ancient beliefs regarding the origin and order of the cosmos. From the fact that the poet puts the earth in the centre of the universe, that he adopts, in fact, the Ptolemaic system, though he knew the Copernican, we are not ent.i.tled to infer that he held a fixed conviction in the matter, and that, on direct examination as to his views, he would have absolutely professed one theory and rejected the other. The poet has all rights of choice, and may be said to know best where to stand to take his view of the world.

Milton remained abroad some sixteen months, and was home again in August, 1639. The Horton household was now broken up, the father going to live, first with his younger son, Christopher, at Reading, and afterward to spend his last years in the family of John in London, where he died in 1647.

With his removal to London in 1639 a distinct period in Milton's life comes to an end. He has. .h.i.therto been uninterruptedly acquiring knowledge both by studious devotion to books and by observation of human life in foreign lands. He has read all the great literatures in ancient and modern languages. He has felt the poetic impulse and has proved to himself that he has at command creative power. His purpose still is to produce a poem. But this poem of his aspirations is distinctly a great and majestic affair, and not at all a continuation of such work as that which he has. .h.i.therto given to his friends, and which he esteems as prolusions of his youth.

The poetic waiting-time which Milton, now in full vigor of manhood, prescribes for himself, he is constrained, both by inner conviction and by external necessity, to fill with hard and earnest work. Henceforth, for a score of years, he ceases almost entirely to write verse, and he earns his living. He becomes a householder in London, where, as the father had gained his livelihood by drawing up contracts and mortgages for his fellow-citizens, the son proceeds to gain his by teaching their boys Latin.

To the work of teaching, Milton addressed himself with intelligence and predilection. About education he had ideas of his own which he applied in practice and advocated in writing. His Tract on Education is a doc.u.ment of importance in the history of pedagogy, and is, besides, one of those memorable pieces of English prose which every student of literature, whatever his professional aims, must include in his reading. He kept his school in his own house, where he boarded some of his pupils. We could not imagine John Milton going into a great public school, like St.

Paul's, to serve as under-teacher to one of the tyrannical head-masters of the day. The only school befitting his absolutely convinced and masterful spirit is one in which he reigns supreme. The great subject is Latin, and so thoroughly is Latin taught that finally other subjects are explained through the medium of this language. He had, himself, brought from his school and college days very decided discontent with the methods then in vogue. This discontent he expresses in language of peculiar energy and even harshness. He is a true reformer.

In 1643 Milton, then thirty-five years old, married Mary Powell, a girl of just half his own age, daughter of a royalist residing near Oxford. We must imagine this young wife as coming to preside, somewhat in the capacity of matron, over a family of boys held severely to their tasks of study by a master in whom the sense of humor was almost entirely lacking, and whose discipline was of the sternest. That she could not endure the situation was but natural. Very soon after the wedding she went home with the understanding that she was to make a short visit to her parents and sisters; but she did not return for two years. Her husband summoned her, but she would not come back. In 1645 she at last repented of her waywardness, sought reconciliation, and was forgiven. These two years had wrought a change in Mary Powell Milton. She was now ready to live with her husband, and did so till her death in 1652. She left him three daughters, the youngest of whom, Deborah, lived till 1723, and was known to Addison and his contemporaries, from whom she received distinguished honors.

In reading Milton we find that all the vicissitudes of his life reflect themselves in his works, so that the political and social events in which he is personally concerned usurp his attention, color his views, and often become his themes. Thus he is not, like Shakespeare, a critic of the whole of humanity, but is usually an advocate or an accuser of the leaders in church and state and of the principles which they profess. He is by nature a partisan. All the energy of his mind goes into denunciation or vindication. His experience of wedded life made him an advocate of easier divorce, and determined in him a mood which expressed itself in writings that naturally brought upon him obloquy even from those who held him most in honor.

It would be most interesting to know something of the daily routine of Milton's school, to ascertain what his pupils knew and could do when he had done with them. But we must remember that during all the years of his teaching the great Revolution was in progress, that all men of thought were profoundly stirred on public questions, and that Milton himself was a politician and an eager partisan of the cause of Parliament. He did not consider himself a teacher finally and for good. His school did not develop into anything great or conspicuous, and never became an object of curiosity. While yet engaged in such teaching as he found to do, he had written the pamphlets on education and on divorce, and also the famous one ent.i.tled Areopagitica, a Speech for the Liberty of Unlicensed Printing to the Parliament of England. This is the best worth reading of all his prose writings. The subject of it is perfectly intelligible still, and its English shows to perfection the qualities of the great Miltonic style.

After the execution of Charles I., Jan. 30, 1649, it became more than ever necessary for all thoughtful men to express their convictions. For a people to put to death its king by judicial process was an unheard of event. Those who considered that the Parliament had acted within the law and could not have done otherwise with due regard to the welfare of the nation had to convince doubting and timid citizens at home, and also, so far as was possible, to placate critics in other nations who still believed that the king could do no wrong; for all Europe interested itself in this tremendous act of the English Parliament.

Within a fortnight after the death of the king, Milton published his pamphlet on The Tenure of Kings and Magistrates. This work so impressed the parliamentary leaders as a thorough and unanswerable argument in defence of their cause that they sought out its author, and in March appointed him to the important post of Secretary for Foreign Tongues.

Milton's perfect command of Latin now stood him in good stead. Here was an uncompromising puritan, fully the equal of the foreign ecclesiastics in theology, and capable of holding his own in Latin composition with the most famous humanists of the time. Latin was then the language of international intercourse. Milton's duty was to translate into and from Latin the despatches that pa.s.sed between his own and foreign governments.

He also composed original treatises, some in English and some in Latin, the most important of which continued his justification of the national act of regicide. The importance of these writings was very great.

Milton's services to the puritan cause can to-day hardly be appreciated.

It was the constant aim of royalists at home and abroad to represent England as having fallen under the control of ignorant fanatics, of ambitious, barbarous, blood-thirsty men. By his very personality, his knowledge of affairs, his familiarity with ancient and mediaeval history, and, above all, by his fluency in Latin invective, Milton thwarted attempts to disparage his countrymen as lawless barbarians. He helped to maintain the good name of his country as a land of intellectual light and of respect for ancient usage. Foreigners who attempted personal vilification found him ready to meet them with their own weapons. The poet of Comus now shows himself a controversialist of unbounded energy.

In 1652, shortly before the death of his wife, Milton became totally blind. Henceforward the duties of his secretaryship had to be performed with the aid of an amanuensis. He continued, however, to fill the office till just before the end of the Protectorate in 1659. In November, 1656, he married Katharine Woodc.o.c.ke, who lived but till March, 1658. She left an infant which died a month after the mother.

Milton's duties as Secretary for Foreign Tongues must have brought him, one would think, into some sort of personal relation with Cromwell and the other great parliamentary leaders. The poet leaves us in no doubt as to the high esteem in which he held these men. But no gossip of the time admits us to a glimpse of their intercourse with each other. It falls to Milton to eulogize Cromwell; it never came in Cromwell's way to put on record his estimate of Milton.

With the restoration of royalty in the person of Charles II., in 1660, Milton's public activity of course ceased, and the second period of his life comes to an end. We saw his first period devoted to preparation and to early essays in poetry, with the distinct conception that poetry was yet to be the great work of his life. In his second period he expresses himself in verse but rarely and briefly, but produces controversial prose, now in English, now in Latin. In this second period he works, as teacher or as public secretary, for payment, supporting himself and family. When the third period begins, he loses all employment, goes into closest retirement, a widower with three daughters growing up from childhood, and devotes himself to the poetry that he has always contemplated as the object of his ambition. He has now been blind eight years.

In view of the conspicuous part that Milton had taken in defending the right of Parliament to bring a king to the scaffold, it is surprising that of the Restoration he was not included in the number of those marked out for the punishment of death. He was for some time undoubtedly in danger. Fortunately he was overlooked, or, perhaps, was purposely neglected as being henceforce harmless.

In February, 1663, he married his third wife Elizabeth Minshull, who faithfully cared for him till his death in 1674.

During this last period of his life Milton composed and published his _major_ poems,--Paradise Lost, 1667, Paradise Regained, and Samson Agonistes, 1671. For Paradise Lost he received from his publisher five pounds in cash, with promise of five pounds when thirteen hundred copies should have been sold, and of two more payments, each of the same sum, when two more editions of the same size should have been disposed of.