Caution against classifiers.

students that it may be worth while to make a few remarks upon it. The only thoroughly consistent people are the people of fiction. We can know all about them. Directly we understand their central thought or peculiarity we may be sure that everything they say and do will be strictly in accordance with it, will indeed be explainable by it. To take a bald and simple instance, directly we know that Mrs. Jellaby in Bleak House is absorbed by her interest in an African Mission, we know all that is to be known about her; and everything she does or omits to do has some reference to Borrioboola Ghar. But in real life not only are people much less easily understood, but when we actually have seized their main idea or peculiarity or interest we must not expect to find them always consistent: and they will say and do much which if not inconsistent with the main idea or peculiarity or interest has at least no connection with it. Suppose, e.g., you can make out with some certainty that Locke belonged to the developing school, you must not expect him to pay little heed to instruction as such. Again, suppose you find that his philosophy was utilitarian; you must not suppose that in everything he says he will be thinking of utility.

Now the historian is tempted to treat real men and women as the writer of fiction treats his puppets. Having fastened, quite correctly let us suppose, on their main peculiarity he considers it necessary to square everything with his theory of them, and whatever will not fall in with it he, if he is unscrupulous, misrepresents, or if he is scrupulous, suppresses.

Again, we are too apt to read into words meanings derived from controversies unknown at the time when the words were uttered. This is a well-known fact in the history of religious thought. We must always consider not merely the words used but the time when they were used.

Locke and development.

What a man might say quite naturally and orthodoxly at one period would be sufficient to convict him of sympathizing with some terrible heresy if uttered half a century later. We find something like this in the history of education. If anyone nowadays speaks of the pleasure with which as a young man he read Tacitus, he is understood to mean that he is opposed to the introduction of "modern studies into the school-room. If on the other hand he extols botany, or regrets that he never learned chemistry, this is taken for an assault on classical instruction. But, of course, no such inference could be drawn if we went back to a time when the antithesis between classics and natural science had not been accentuated. In many other instances we have to be on our guard against forcing into language meaning which belongs rather to a later date.

§ 17. With these cautions in mind let us see how far Locke may be said (1) to be a trainer, and (2) how far a utilitarian.

§ 18. I. Mr. Browning attributes to Rabelais, Montaigne, and Locke the desire to bring up a well-developed man rather than a good scholar. But Rabelais certainly craved for the knowledge of things; and if he is to be classed at all I should put him rather with the Realists, albeit he lived before the realistic spirit became powerful. Montaigne went more on the lines of developing rather than teaching, and, shrewd man of the world as he was, he thought a great deal about the art of living. But his ideal was not so much the man as the gentleman. This was true also of locke; and here we see some explanation why both Montaigne and Locke do not value classical learning.*

* "History and the mathematics, I think, are the most proper and

Was Locke a utilitarian?

On the Continent classical learning has never been associated with the character of an accomplished gentleman; and, as far as I know, the conception that the highest type of excellence is found in the union of "the scholar and the gentleman" is peculiar to this country. In the society of Locke's day this union does not seem to have been recognized, and Locke observes: "A great part of the learning now in fashion in the schools of Europe, and that goes ordinarily into the round of education, a gentleman may in a good measure be unfurnished with, without any great disparagement to himself or prejudice to his affairs." (Thoughts, § 94, p. 74.) So Locke sought as the true essential for the young gentleman "prudence and good breeding." He puts his requisites in the following order of importance:-1, virtue ; 2, wisdom; 3, manners; 4, learning; and so "places learning last and least." Here he shews himself far ahead of those who still held to the learned ideal; but his notions of development were cramped by his thinking only of the gentleman and what was requisite for him.

§ 19. II. Was Locke a utilitarian in education? It is the fashion (and in history as in other things fashion is a powerful force), it is the fashion to treat of Locke as a great champion of utilitarianism. We might expect this in the ordinary historians, for "when they do agree their unanimity is" not perhaps very wonderful. But there is one great English authority quite uninfluenced by them who has said.

advantageous studies for persons of your quality; the other are fitter for schoolmen and people that must live by their learning, though a little insight and taste of them will be no burthen or inconvenience to you, especially Natural Philosophy." Advice to a young Lord written by his father, 1691, p. 29.

Utilitarianism defined.

the same thing, viz.—Cardinal Newman. The Cardinal, as the champion of authority, is perhaps prejudiced against Locke, who holds that "the faculty of reasoning seldom or never deceived those who trusted to it." Be this as it may, Newman asserts that "the tone of Locke's remarks is condemnatory of any teaching which tends to the general cultivation of the mind." (Idea of a University. Discourse vij., § 4; see also § 6.) A very interesting point for us to consider is then, Is this reputation of Locke's for utilitarianism well deserved ?

§ 20. First let us be quite certain of our definition.

In learning anything there are two points to be considered; 1st, the advantage we shall find from knowing that subject or having that skill, and 2nd, the effect which the study of that subject or practising for that skill will have on the mind or the body.

These two points are in themselves distinct, though it is open to anyone to maintain that they need not be considered separately. Nature has provided that the bodies of most animals should get the exercise best for thein in procuring food. So Mr. Herbert Spencer has come to the conclusion that it would be contrary to "the economy of nature" if one set of occupations were needed as gymnastics and another for utility. In other words he considers that it is in learning the most useful things we get the best training.

The utilitarian view of instruction is that we should teach things useful in themselves and either neglect the result on the mind and body of the learner or assume Mr. Spencer's law of "the economy of nature."

Again, when the subjects are settled the utilitarian thinks how the knowledge or skill may be most speedily acquired,

L. not utilitarian in education.

and not how this method or that method of acquisition will affect the faculties.

§ 21. This being utilitarianism in education the ques tion is how far was Locke the utilitarian he is generally considered ?

If we take by itself what he says under the head of "Learning" in the Thoughts concerning Education no doubt we should pronounce him a utilitarian. He considers each subject of instruction and pronounces for or against it according as it seems likely or unlikely to be useful to a gentleman. And in the methods he suggests he simply points out the quickest route, as if the knowledge were the only thing to be thought of. Hence his utilitarian reputation.

But two very important considerations have been lost sight of.

1st. Learning is with him "the last and least part" in education.

2nd. Intellectual education was not for childhood but for the age when we can teach ourselves. "When a man has got an entrance into any of the sciences," says he, "it will be time then to depend on himself and rely upon his own understanding and exercise his own faculties, which is the only way to improvement and mastery." (L. to Peterborough, quoted in Camb. edition of Thoughts, p. 229.) 66 'So," he says, "the business of education is not, as I think, to make the young perfect in any one of the sciences but so to open and dispose their minds as may best make them capable of any when they shall apply themselves to it." The studies he proposes in the Conduct of the Understanding (which is his treatise on intellectual education) have for their object "an increase of the powers and activity of the