1 Mers Sana m Corpore Sano я a short вил ру full well defeription of a haps hy all hap these love hap litle more to wish for & he ist wantseither (@hout of them is but kills Bett. for anything elfe Mens & happy noffe or misery is most part of their own making. He whose minde diredy not wifely will ned, lake you right way, he whose body & cras e zy & feeble will never be able to manti ini. I confoffe there are foue ment conflitutions of body & mide for vigo= well framed by nature if they nod not much affistance from others. But by yo strength of their naal genius from their Cradles carried towards is is Spellent by yo fallout of their Conflitutiory are able to doe wonders but these examples are but few, I think Your e are origor Facsimile page of the original draft of OF JOHN LOCKE EDITED BY JOHN WILLIAM ADAMSON PROFESSOR OF EDUCATION IN THE UNIVERSITY OF LONDON CAMBRIDGE AT THE UNIVERSITY PRESS PREFACE THE educational writings of an author who died more than two centuries ago may be thought to possess an interest little more than antiquarian at the present day. Unfortunately, the historical study of education, as commonly pursued, serves to confirm rather than to correct such a supposition, since it frequently diverts the student from the development which has taken place in the actual application of educational ideas, and transfers his attention to the biographies, personal opinions, or mere obiter dicta of individual men and women, whose influence upon homes, schools, universities, or administration has been either small or quite negligible. But there have been men and women whose lives or writings or both combined have exerted great influence upon the course of events; the educational situation of the present is to be understood in its completeness only by reference to the past as embodied in their work. John Locke is of the number. He was profoundly dissatisfied with education as practised in his own day, and his criticisms throw light on the aims and methods of 496409 the schools of the late seventeenth century. But his writings also shaped the theory and practice of his immediate successors outside his own country, particularly in France and Germany. His principles and methods still live, as witness some of the most recent changes of scholastic procedure. The present volume attempts to make clear his position amongst the various influences which have shaped the real history of education. The educational writings of John Locke are of more than professional interest; indeed, their more obvious appeal is to the parent and the young man who consciously sets himself the task of "self-education." But the reader, whether lay or professional, is apt to find the longer treatise somewhat prolix and encumbered by repetitions, while the Conduct of the Understanding was not revised by its author. In the present work, the provision of cross-references and the selection of the first edition of Some Thoughts as the basal text have, it is hoped, secured an arrangement of Locke's exposition convenient for the purposes of study. J. W. A. |