The longer I live, the more I am satisfied of two things: first, that the truest lives are those that are cut rose-diamond fashion, with many facets answering to the many-planed aspects to the world about them; secondly, that society is always trying in some way or other to grind us down to a single flat surface. … People who honestly mean to be true really contradict themselves much more rarely than those who try to be “consistent.” But a great many things we say can be made to appear contradictory, simply because they are partial views of a truth, and many often look unlike at first, as a front view of a face and its profile often do.—Holmes, The Professor at the Breakfast-TableThe rose-diamond cut of Milton's thought often disconcerts his reader, but perhaps nowhere so completely as in his views on learning. After the high enthusiasm for unrestricted inquiry, after all the “intent study” which he took as his own “portion in life”, in Paradise Lost and Paradise Regained, the ripe products of his learning, he gives to Raphael, Michael, and Jesus speeches that seem a wholesale repudiation of studies of all sorts. The three passages are too well known to quote. In the first (P.L., viii, 66–178)1 Raphael disparages Adam's inquiries about astronomy, but answers them, and then comments, “Solicit not thy thoughts with matters hid.” In the second (P.L., XII, 575–587) Michael commends Adam for the inference he has drawn from his preview of universal history (that “to obey is best, / And love with fear the only God”), and admonishes him, “This having learnt, thou hast attain'd the sum / Of wisdom; hope no higher.” In the third (P.R., iv, 286–364) Jesus spurns Satan's offer of Greek learning, with an analysis of the defects of Greek philosophy and literature and a thrust at learning in general: “Many books / Wise men have said are wearisome.”
