John Stuart Mill, mid-Victorian
education was designed to make him the perfect Benthamite (or utilitarian).
And, indeed, that is how he started his adult activities: editing Bentham’s
monumental Rationale of Evidence; founding a discussion group to discuss
utilitarian principles (which initially met in Bentham’s house); mistakenly
thinking that he had invented the word ‘utilitarian’; going to public debat-
ing societies to propound the Benthamite cause against the Owenites; and
so on. His early journalistic writings are exactly from the school, in tone,
vocabulary and content. His first was one he wrote jointly with his father,
an extended analysis and criticism of the Whig periodical, The Edinburgh
Review.
After this early period of active enthusiasm, Mill became a more
semi-detached Benthamite, as he met up with the young, Cambridge-
educated followers of Coleridge and became a friend and temporary
admirer of Carlyle (even attempting to copy the style until he realised
that no one but Carlyle should write like Carlyle). Even in this period he
remained identifiable with the cause and later, particularly in his Utilitarian-
ism of 1861, he became the most conspicuous expounder and defender
of the utilitarian position. However, as will be seen, this was a new,
richer, more complex utilitarianism, benefiting from Mill’s contact with its
critics.
Ever since he described it in his Autobiography, Mill’s education has been
notorious. Started on Greek at three, he was educated by his father on the
newly fashionable monitor system, by which James Mill educated John as the
oldest child, and then John in turn educated his siblings (and was responsible
for their defects). Designed, as seen, to produce a perfect Benthamite, it was
not in fact an education of cram; and the method survives better than the
content. This was to argue for positions in dialogue, and probe matters by
discussion. The classical authors, and particularly Plato, were important; and
Mill was getting more of this (and a more philosophical grip on it) than if
he had been conventionally educated at public school and Cambridge.
He translated Plato early, but again it is the method that is important. The
emphasis is on dialogue, dialectics and discussion. The Socratic method is
the perfect educational tool. Mill walked with his father, discussing political
economy, in much the way Socrates is represented by Plato in dialectical
discussion with young Athenians. He later published translations of several
Platonic dialogues and the dialectical method remains important through-
out. As he puts it in On Liberty, ‘mankind can hardly be too often reminded,
that there was once a man named Socrates’ (2.12; CWM, xviii,p.235). A
different strand from the ancient world (here quoting his Coleridgean friend,
297