Mill had put his pen to good use in Edinburgh Review, the Philanthropist and the Eclectic Review throughout the 1810s in the debate over the monitorial systems of Joseph Lancaster (in London endorsed by Mill and associates) and Andrew Bell (backed by the Church of England). However, his Essay on Education (originally published in 1819) bears no mark of that bitter controversy. Not only was Education, like Government, written in a deductive or synthetic style. But also, the abstract, theoretical treatment had important concrete, practical implications for social policy – implications at which, like Government, Mill only hinted rather than explicitly draw. There are further similarities between Education and Government. For example, even though Mill aimed at a comprehensive view of education, he confined himself “to a skeleton” (Mill 1992, 141). He also began his analysis by defining the subject-matter in connection to the pursuit of happiness. The end of education, he asserted, “is to render the individual, as much as possible, an instrument of happiness, first to himself, and next to other beings” (Mill 1992, 139). What’s more, like Government, Education chose to underplay its Benthamite, radical or utilitarian pedigree. It was quite out of character, for a staunch Benthamite, to point out that wherein happiness “consists, [is] not yet determined” (Mill 1992, 156), especially since happiness was identified as the end to which education aims.