§ 107. First part added. From "My Meaning," rewritten. § 108. "How ever strict" to end of section.

§ 109. Partly rewritten.

§ 110. (§ 105 of first ed.) "If Liberality" to end of section. § 113. Small alteration.

§ 114. Small alterations. § 115. Added.

§ 117. Added.

§ 125. Small variation.

§ 126. Rewritten.

§ 130. "One thing" to end of section.

§ 136. "And I am apt" to end of section.

§ 143. "It is a disposition" to end of section.

§ 145. (§ 138 of first ed.) "Tho' children" to end of section. $156. "These baits......nothing," rewritten.

§ 161. Short-hand added.

§ 167. "In teaching of children" to end of section.

§ 168. "It will possibly be asked" to end of section.

§ 169. "But whatever" to end of section.

xii

PREFACE.

THE Germans, who hitherto have had the history of education in their own hands, have uniformly attributed an important part in it to one Englishman and one only-the philosopher Locke; and their first well-known historian, F. H. Ch. Schwarz, has asserted that "modern pedagogy is more or less directly [a safe form of statement] the pedagogy of Locke. Die Pädagogik und Didaktik der neuen Zeit ist die Locke'sche, mehr oder weniger folgerecht1" (quoted by Herbart, Päd. Schriften ii. 329 in Beyer's Bibliothek). But so little has been thought of education in this country that our one classic has never been carefully edited, and has now been for some time "out of print." An inquiring student was lately told that the only edition obtainable was the Tauchnitz. I have no doubt there are American editions; the whole work is certainly to be found in Henry Barnard's English Pedagogy; but our booksellers have not as yet had the enterprise or the good fortune of Columbus.

It has lately occurred to at least two committees at once that an English edition was wanted. There has been much talk about education of late years; and at length people are beginning to perceive that some thought about it and study of it may be desirable. The University of Cambridge has gone so far as to institute an examination, so that for the future there will be some young teachers who will find it useful to read the chief English classic connected with their profession. This is, I suppose, the reason why new editions, two at least, appear about the same time. The National Society's edition is to be

1 Campe too says of Locke and Rousseau, "Sie machten Bahn; wir Andern folgten."

edited by the Rev. Evan Daniel.

Unfortunately neither. Canon

Daniel nor I knew of the other's work till too late, or we should have avoided even the appearance of rivalry.

On examining the text I found that many errors had crept into the only complete editions, i.e. the editions published after Locke's death. The best text is that of the Works in 3 vols. folio, issued in 1714 by Locke's own bookseller, Churchill. But this is by no means faultless. It even gives a wrong date (1690 instead of 1693) at the foot of the Epistle Dedicatory. I have corrected many inaccuracies, but I fear not all.

Hallam speaks of Locke's "deficiencies of experience," but neither Hallam nor anyone else could have known before the publication of Mr Fox Bourne's Life what Locke's experience was. I have endeavoured in the biographical introduction to put before the reader all that we now can learn about it.

Locke's study of medicine is no doubt an advantage to the ordinary reader, but it is decidedly the reverse to the ordinary editor. However, I have turned this weak part of the notes into a particularly strong one, by getting the help of Dr J. F. Payne, Fellow of Magdalen College Oxford, Assistant Physician and Lecturer at St Thomas's Hospital. Dr Payne tells us what the science of the nineteenth century has to say to Locke's advice; and his notes are the more interesting from his having made a special study of the history of medicine.

Locke showed the interest he took in the Thoughts by adding to the editions which came out in his life-time, and by leaving fresh matter which was added after his death. The original work was not more than two-thirds the size of the present. I have given a table from which the student may see what the original work was. Some of the most important passages in the book, e.g. the attack on the public schools, do not belong to it.

TRIN. COLL. Cam.,
March 19th, 1880.

R. H. Q.

PREFACE TO THE SECOND EDITION.

SINCE the first Cambridge edition of the Thoughts came out four years ago, Locke has received much attention both at home and abroad. I will here mention the chief works bearing on the Thoughts which have since been published.

Canon Daniel's edition was I believe before mine, but by a few days only. In preparing this reissue I have resisted the temptation to have recourse to his book. Readers who can refer to it will find great assistance, especially from the notes on Locke's language.

Had Dr Fowler's account of Locke's life (English Men of Letters, Locke. Macmillans) been given us a little earlier, I probably should not have prefixed one to this work. Dr Fowler's description of Locke's later years will be found especially interesting and these I have said little about. Our plans and objects differed, and I have dwelt chiefly on Locke's connexion with education. I am no doubt likely to exaggerate his importance as an educational writer; but according to Dr Fowler, Locke himself, and indeed all Europe, have fallen into the same error. But if Dr Fowler makes little of Locke the educationist, Professor Fraser in the Encyclopædia Britannica (Locke), makes nothing at all.

On the Continent Locke is still reckoned among the great educational reformers; and, as M. Compayré tells us, Leibnitz considered the Thoughts concerning Education a more important book than the Essay on the Human Understanding. Several continental writers have lately treated of Locke, especially as an educationist. I wish I had known of M. Marion's very interesting sketch of Locke's life (7. Locke, sa vie et son

œuvre. Paris, 1878) when I wrote on the same subject in 1880. M. Gabriel Compayré (who is now the historian of education for those who do not read German, and for some who do also) has published a French translation of the Thoughts (Quelques Pensées, &c. Paris, Hachette, 1882) with Introduction and notes. In these he seems to me to appreciate Locke more highly and more justly than he has done in his greater work Les Doctrines d'Education (Hachette, 2 vols.)1.

The only genuine attempt I have seen to find the true connexion between Locke's thoughts on philosophy and on education is in a little book by Herr Wilhelm Gitschmann, Die Paedagogik des John Locke (Koethen, Schettler, 1881). Herbart's is the philosophy now influential on education in Germany, and Locke is judged by Herr Gitschmann from this latest standpoint.

Perhaps I should say a word on the conclusions to which the study of the books named, and also further acquaintance with Locke, have brought me. Sir William Hamilton (quoted in a good article on Locke in Edinburgh Review, vol. 99, April 1854) says: "Locke is of all philosophers the most figurative, ambiguous, vacillating, various and even contradictory." To hear Locke spoken of as an ambiguous writer, is to say the

1 Take the following passage in proof of this: "En effet le progrès de la pédagogie moderne sur la vieille pédagogie, au point de vue de la direction de la volonté comme au point de vue de la développement de l'intelligence, consiste surtout en ceci qu'elle fait de plus en plus effort pour éveiller et mettre en œuvre les énergies naturelles de l'esprit, pour associer l'enfant et son action personelle à l'action de l'éducateur, en un mot, pour faire de l'éducation une œuvre de développement intérieur, une œuvre du dedans, si je puis dire, et non un placage artificiel imposé du dehors. Locke a d'autant plus de mérite à professer ce principe pédagogique que les préjugés de sa philosophie sensualiste semblaient devoir l'égarer dans la voie contraire, et l'entraîner à exagérer la part des influences extérieures dans l'éducation" (p. xxviii).

This passage has the rare merit of allowing Locke to think for himself, and does not attribute certain philosophic theories to him, and then make these theories dictate thoughts for him.