While many Blake scholars across several generations have drawn attention to the varied processes at play in the illuminated books, prophecy—the particular aspects of those unique textual objects designed to provide “instruction” by operating on readers—has never been fully brought into a unified framework. This essay seeks to do so. Gathering aspects of scholarship focused on textuality, readings grounded in reception dynamics, and psychoanalytic critical theories, the essay examines the Blakean work as pedagogical instrumentation, pursuing these concerns through The Marriage of Heaven and Hell (1790) and Milton (comp. ca. 1804-1811)—two enriched textual environments for tracing and unveiling such operations.