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Sec. 117
Some Thoughts Concerning Education (1693)
Kontext: Children should not be suffer'd to lose the consideration of human nature in the shufflings of outward conditions. The more they have, the better humor'd they should be taught to be, and the more compassionate and gentle to those of their brethren who are placed lower, and have scantier portions. If they are suffer'd from their cradles to treat men ill and rudely, because, by their father's title, they think they have a little power over them, at best it is ill-bred; and if care be not taken, will by degrees nurse up their natural pride into an habitual contempt of those beneath them. And where will that probably end but in oppression and cruelty?
“Teach them humility, and to be good-natur'd”
Sec. 145
Some Thoughts Concerning Education (1693)
Kontext: Though the managing ourselves well in this part of our behavior has the name good-breeding, as if a peculiar effect of education; yet... young children should not be much perplexed about it... Teach them humility, and to be good-natur'd, if you can, and this sort of manners will not be wanting; civility being in truth nothing but a care not to shew any slighting or contempt of any one in conversation.
Sec. 131
Some Thoughts Concerning Education (1693)
Kontext: Lying... is so ill a quality, and the mother of so many ill ones that spawn from it, and take shelter under it, that a child should be brought up in the greatest abhorrence of it imaginable. It should be always spoke of before him with the utmost detestation, as a quality so wholly inconsistent with the name and character of a gentleman, that no body of any credit can bear the imputation of a lie; a mark that is judg'd in utmost disgrace, which debases a man to the lowest degree of a shameful meanness, and ranks him with the most contemptible part of mankind and the abhorred rascality; and is not to be endured in any one who would converse with people of condition, or have any esteem or reputation in the world.
“Bred a scholar he made his learning subservient only to the cause of truth.”
Epitaph, as translated from the Latin.
Kontext: Stop Traveller! Near this place lieth John Locke. If you ask what kind of a man he was, he answers that he lived content with his own small fortune. Bred a scholar he made his learning subservient only to the cause of truth. This thou will learn from his writings, which will show thee everything else concerning him, with greater truth, than the suspect praises of an epitaph. His virtues, indeed, if he had any, were too little for him to propose as matter of praise to himself, or as an example to thee. Let his vices be buried together. As to an example of manners, if you seek that, you have it in the Gospels; of vices, to wish you have one nowhere; if mortality, certainly, (and may it profit thee), thou hast one here and everywhere.
First Treatise of Government
Two Treatises of Government (1689)
Kontext: The imagination is always restless and suggests a variety of thoughts, and the will, reason being laid aside, is ready for every extravagant project; and in this State, he that goes farthest out of the way, is thought fittest to lead, and is sure of most followers: And when Fashion hath once Established, what Folly or craft began, Custom makes it Sacred, and 'twill be thought impudence or madness, to contradict or question it. He that will impartially survey the Nations of the World, will find so much of the Governments, Religion, and Manners brought in and continued amongst them by these means, that they will have but little Reverence for the Practices which are in use and credit amongst Men.
Sec. 115
Some Thoughts Concerning Education (1693)
Kontext: Since the great foundation of fear is pain, the way to harden and fortify children against fear and danger is to accustom them to suffer pain. This 'tis possible will be thought, by kind parents, a very unnatural thing towards their children; and by most, unreasonable...
“You have not that power you ought to have over him, till he comes to be”
Sec. 97
Some Thoughts Concerning Education (1693)
Kontext: You have not that power you ought to have over him, till he comes to be more afraid of offending so good a friend than of losing some part of his future expectation.
“See what are his predominate passions and prevailing inclinations”
Sec. 102
Some Thoughts Concerning Education (1693)
Kontext: Begin therefore betimes nicely to observe your son's temper; and that, when he is under least restraint, in his play, and as he thinks out of your sight. See what are his predominate passions and prevailing inclinations; whether he be fierce or mild, bold or bashful, compassionate or cruel open or reserv'd, &c. For as these are different in him, so are your methods to be different, and your authority must hence take measures to apply itself different ways to him. These native propensities, these prevalencies of constitution, are not to be cur'd by rules, or a direct contest, especially those of them that are the humbler or meaner sort, which proceed from fear, and lowness of spirit: though with art they may be much mended, and turn'd to good purposes. But this be sure, after all is done, the bypass will always hang on that side that nature first plac'd it: And if you carefully observe the characters of his mind, now in the first scenes of his life, you will ever after be able to judge which way his thoughts lean, and what he aims at even hereafter, when, as he grows up, the plot thickens, and he puts on several shapes to act it.
“You must do nothing before him, which you would not have him imitate.”
Sec. 71
Some Thoughts Concerning Education (1693)
Kontext: You must do nothing before him, which you would not have him imitate. If any thing escape you, which you would have pass as a fault in him, he will be sure to shelter himself under your example, and shelter himself so as that it will not be easy to come at him, to correct it in him the right way.
Sec. 82
Some Thoughts Concerning Education (1693)
Kontext: Of all the ways whereby children are to be instructed, and their manners formed, the plainest, easiest, and most efficacious, is, to set before their eyes the examples of those things you would have them do, or avoid; which, when they are pointed out to them, in the practice of persons within their knowledge, with some reflections on their beauty and unbecomingness, are of more force to draw or deter their imitation, than any discourses which can be made to them.
Sec. 81
Some Thoughts Concerning Education (1693)
Kontext: The foundations on which several duties are built, and the foundations of right and wrong from which they spring, are not perhaps easily to be let into the minds of grown men, not us'd to abstract their thoughts from common received opinions. Much less are children capable of reasonings from remote principles. They cannot conceive the force of long deductions. The reasons that move them must be obvious, and level to their thoughts, and such as may be felt and touched. But yet, if their age, temper, and inclination be consider'd, they will never want such motives as may be sufficient to convince them.
Book IV, Ch. 16, sec. 4
An Essay Concerning Human Understanding (1689)
Kontext: For where is the man that has incontestable evidence of the truth of all that he holds, or of the falsehood of all he condemns; or can say that he has examined to the bottom all his own, or other men's opinions? The necessity of believing without knowledge, nay often upon very slight grounds, in this fleeting state of action and blindness we are in, should make us more busy and careful to inform ourselves than constrain others. At least, those who have not thoroughly examined to the bottom all their own tenets, must confess they are unfit to prescribe to others; and are unreasonable in imposing that as truth on other men's belief, which they themselves have not searched into, nor weighed the arguments of probability, on which they should receive or reject it. Those who have fairly and truly examined, and are thereby got past doubt in all the doctrines they profess and govern themselves by, would have a juster pretence to require others to follow them: but these are so few in number, and find so little reason to be magisterial in their opinions, that nothing insolent and imperious is to be expected from them: and there is reason to think, that, if men were better instructed themselves, they would be less imposing on others.
Book IV, Ch. 19 : Of Enthusiasm (Chapter added in the fourth edition).
Variant paraphrase, sometimes cited as a direct quote: One unerring mark of the love of truth is not entertaining any proposition with greater assurance than the proofs it is built upon will warrant.
As paraphrased in Peter's Quotations : Ideas for our Time (1979) by Laurence J. Peter, p. 500; also in The Demon-Haunted World : Science as a Candle in the Dark (1994) by Carl Sagan, p. 64
An Essay Concerning Human Understanding (1689)
Kontext: He that would seriously set upon the search of truth, ought in the first place to prepare his mind with a love of it. For he that loves it not, will not take much pains to get it; nor be much concerned when he misses it. There is nobody in the commonwealth of learning who does not profess himself a lover of truth: and there is not a rational creature that would not take it amiss to be thought otherwise of. And yet, for all this, one may truly say, that there are very few lovers of truth, for truth's sake, even amongst those who persuade themselves that they are so. How a man may know whether he be so in earnest, is worth inquiry: and I think there is one unerring mark of it, viz. The not entertaining any proposition with greater assurance than the proofs it is built upon will warrant. Whoever goes beyond this measure of assent, it is plain receives not the truth in the love of it; loves not truth for truth's sake, but for some other bye-end.
Sec. 130
Some Thoughts Concerning Education (1693)
Kontext: "How then shall they have the play-games you allow them, if none must be bought for them?" I answer, they should make them themselves, or at least endeavour it, and set themselves about it.... And if you help them where they are at a stand, it will more endear you to them than any chargeable toys that you shall buy for them.
“We are all a sort of camelions, that still take a tincture from things near us”
Sec. 67
Some Thoughts Concerning Education (1693)
Kontext: We are all a sort of camelions, that still take a tincture from things near us; nor is it to be wonder'd at in children, who better understand what they see than what they hear.
Book IV, Ch. 7
An Essay Concerning Human Understanding (1689)
Kontext: False and doubtful positions, relied upon as unquestionable maxims, keep those who build on them in the dark from truth. Such are usually the prejudices imbibed from education, party, reverence, fashion, interest, et cetera.
“The end of law is not to abolish or restrain, but to preserve and enlarge freedom.”
Second Treatise of Government, Ch. VI, sec. 57
Two Treatises of Government (1689)
Kontext: The end of law is not to abolish or restrain, but to preserve and enlarge freedom. For in all the states of created beings, capable of laws, where there is no law there is no freedom.
“The sooner you treat him as a man, the sooner he will begin to be one”
Sec. 95
Some Thoughts Concerning Education (1693)
Kontext: A father would do well, as his son grows up, and is capable of it, to talk familiarly with him; nay, ask his advice, and consult with him about those things wherein he has any knowledge or understanding. By this, the father will gain two things, both of great moment. The sooner you treat him as a man, the sooner he will begin to be one; and if you admit him into serious discourses sometimes with you, you will insensibly raise his mind above the usual amusements of youth, and those trifling occupations which it is commonly wasted in. For it is easy to observe, that many young men continue longer in thought and conversation of school-boys than otherwise they would, because their parents keep them at that distance, and in that low rank, by all their carriage to them.
Second Treatise of Civil Government, Ch. II, sec. 11
Two Treatises of Government (1689)
Kontext: A criminal who, having renounced reason … hath, by the unjust violence and slaughter he hath committed upon one, declared war against all mankind, and therefore may be destroyed as a lion or tyger, one of those wild savage beasts with whom men can have no society nor security. And upon this is grounded the great law of Nature, "Whoso sheddeth man's blood, by man shall his blood be shed."
“Curiosity should be as carefully cherish'd in children, as other appetites suppress'd.”
Sec. 108
Some Thoughts Concerning Education (1693)
Kontext: They should always be heard, and fairly and kindly answer'd, when they ask after any thing they would know, and desire to be informed about. Curiosity should be as carefully cherish'd in children, as other appetites suppress'd.
“Let them have what instructions you will, and ever so learned lectures”
Sec. 67
Some Thoughts Concerning Education (1693)
Kontext: Let them have what instructions you will, and ever so learned lectures of breeding daily inculcated into them, that which will most influence their carriage will be the company they converse with, and the fashion of those about them.
“I have always thought the actions of men the best interpreters of their thoughts.”
Book 1, Ch. 3, sec. 3
An Essay Concerning Human Understanding (1689)
Varianta: The actions of men are the best interpreters of their thoughts.
Dedicatory epistle, as quoted in [Fred R Shapiro, The Yale Book of Quotations, https://books.google.com/books?id=ck6bXqt5shkC, 2006, Yale University Press, 0-300-10798-6, 468]
An Essay Concerning Human Understanding (1689)
“The only fence against the world is a thorough knowledge of it”
Sec. 94
Zdroj: Some Thoughts Concerning Education (1693)
Kontext: The only fence against the world is a thorough knowledge of it, into which a young gentleman should be enter'd by degrees, as he can bear it; and the earlier the better, so he be in safe and skillful hands to guide him.
Two Treatises of Government (1689)
Zdroj: Second Treatise of Government, Ch. II, sec. 6
Kontext: The state of nature has a law of nature to govern it, which obliges every one: and reason, which is that law, teaches all mankind, who will but consult it, that being all equal and independent, no one ought to harm another in his life, health, liberty, or possessions.
“No man's knowledge here can go beyond his experience.”
Book II, Ch. 1, sec. 19
An Essay Concerning Human Understanding (1689)
Book IV, Ch. 18
An Essay Concerning Human Understanding (1689)
