This book shows that education constitutes the central metaphor of
John Milton's political as well as his poetic writing.
Demonstrating how Milton's theory of education emerged from his own
practices as a reader and teacher, this book analyzes for the first
time the relationship between Milton's own material habits as a
reader and his theory of the power of books. Milton's instincts for
pedagogy, and the habits of inculcation everywhere visible in his
writings, take on a larger political function in his use of
education as a trope for the transmission of intellectual history.
The book therefore analyzes Paradise Lost in the complementary
contexts of its outright educational claims and more subversive
countervailing measures in order to show how Milton dramatizes "the
end of learning," which is to say both its objective and its
failure. The thesis emphasizes the argumentative resourcefulness of
Milton's efforts to liberate readers from the tyrannical bonds of
their political innocence, most immediately in the context of the
failure of Cromwell's regime to establish lasting republican
institutions. More philosophically, the book explores the ways in
which Milton's works investigate the humane and intellectual
yearning for justice in response to the problem of evil.
General
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