Notes
- John locke Some Thoughts Concerning Education , 1st edn Awnsham & John Churchill London 1693
- Cf. the remarks on De l’Education des Enfans. Traduit de l’Anglois de Mr. Locke par Pierre Coste. Amsterdam: Steenhouwer and Uytwerf, 1721. This was the third edition of Coste’s translation. At this time five French translations had already been published.
- Other authors have, although significantly later, supported this argument. Nina Reicyn, for example, stresses that Locke ‘doive toute sa prétendue originalité aux essais’ Nina Reicyn La pédagogie de John Locke Herman Paris: 1941 136 Pierre Villey presents a similar argument in: L’influence de Montaigne sur les idées pédagogiques de Locke et de Rousseau. Paris, 1911. Fr. A. Arnstadt is significantly more cautious: François Rabelais und sein Traité d’éducation mit besonderer Berücksichtigung der pädagogischen Grundsätze Montaignes, Lockes und Rousseaus. Leipzig, 1872.
- Locke's correspondence with Edward and Mary Clarke on the education of their son can be found in E. S. de Beer (Ed.) Correspondence of John Locke in Eight Volumes (Vol. II, 1679-1685), Letters nos 462-848, Oxford, 1976; vol. III (1686-1689) Letters nos 849-1241, Oxford, 1978; vol. IV (1690-1693), nos 1242-1701), Oxford, 1979. (Henceforth, the latter edition will be referred to as ‘Correspondence’.) The letters to the Clarkes were written between the 19th of July 1684 and the 16th of March 1691.
- Mason M. G. The Literary Sources of John Locke's Educational Thoughts Paedagogica Historica 1965 5 65 65 p. 65
- Axtell J. L. The Educational Writings of John Locke 1968 Preface
- Neal wood Tabula rasa, social environmentalism, and the ‘English paradigm’ Journal of the History of Ideas 1992 42 347 688 In fact, Wood does not just point out this long previous history, he also discusses Locke’s specific achievement in this context
- Cf.a.o. Axtell J. L. The Educational Writings of John Locke 1968Cambridge 1968 M. G. Mason, The Literary Sources, op. cit.; N. Reicyn, La péagogie, op. cit.; C. I. Smith (1963) Some Ideas on Education Before Locke, in Journal of the History of Ideas, 23, pp. 403-406: R. C. Stephens, John Locke and the Education of the Gentleman (1956) University of Leeds Institute of Education Research Studies, 14, pp. 67-75; O. Stille (1970) Die Pädagogik John Lockes in der Tradition der Gentleman-Erziehung. Erlangen; Van der Velde (1964) John Locke en zijn zestiende-en zeventiende-eeuwse Engelse voorgangers. Paedagogische Studiën, 41, pp. 49-67; J. W. & J. S. Yolton (1989) Introduction, in John Locke: some thoughts concerning education. Oxford, cf. in particular pp. 8-14
- Bruno dreßler Cf. Geschichte der Englischen Erziehung Leipzig 1928 Garforth F. W. (1964) Editor's Introduction John Locke: some thoughts concerning education . London 16
- Some Thoughts John locke J. W. Yolton J. S. Clarendon Press Oxford 1989 194In the following I shall refer to this critical edition. The specification §§ is meant to simplify references to other editions
- Sallwürck v. E. ‘Einleitung’ John Lockes Gedanken über Erziehung Langensalza 1897 60
- locke Correspondence 28 march. 1693
- The names given here represent but a portion, albeit an oft-cited part, of authors named in connection with Locke, from the humanistic, the Comenian and the courtly tradition. The dates following names refer to the date of ublication of the work.
- Villey points out the relevance of the cultural milieu in the Netherlands for Locke’s concepts of education; however, he limits this to Huguenot circles. Cf. Villey, op. cit., p. 5. In general, authors emphasise that Locke’s views on politics and religion were confirmed by the Dutch example; cf. especially: Colie R. L. Republic of letters A Locke Miscellany Bristol 1990 55 74 Cranston M. 1957) John Locke. A Biography Oxford 1957
- The Bodleian Library in Oxford has a part of Locke’s library. Unfortunately, other parts and books are lost since centuries. Rivet’s book belongs to the latter though it had come, after Locke’s death, under the P. King moiety of Locke’s books. In Locke’s library De l’education had the press-mark 7231a. Harrison & Laslett reconstructed the press-marks from lists of Locke himself. Cf. the history of Locke’s library by: Laslett P. John Locke and his books The Library of John Locke Harrison Laslett Oxford 1965 1 61
- Harrison J. Cf. Laslett P. The Library of John Locke Oxford 1965 128 The book De l’éducation is given the number 1022 in this register, see p. 128.
- Cf. on André Rivet (1572-1651): H.J. Honders (1930) Andreas Rivetus als invloedrijk gereformeerd theoloog in Hollands bloeitijd. Den Haag; A. G. van Opstal (1937) André Rivet, een invloedrijk Hugenoot aan het hof van Frédéric Hendrik. Harderwijk;J. A. Bots (1971) André Rivet en zijn positie in de Republiek der Letteren, Tijdschrift voor Geschiedenis, 84, pp. 24-35;A. J. van der Aa (1969) Biografisch Woordenboek der Nederlanden. Amsterdam, pp. 111-114.In the literature there are hardly any references to the son Frédéric. He was Rivet’s youngest son. His mother was Susanna Oiseau, Rivet’s first wife. She died in 1620.
- In 1642 André Rivet published a book on the education of a Christian prince himself (Instruction du Prince Chrestien. Leiden 1642), which he wrote, clearly influenced by François de la Mothe le Vayer’s book, published in Paris in 1640, De l’instruction de Monsieur le Dauphin.
- F. Rivet had already accompanied his father on a journey to England in 1641, concerning the arrangement of a marriage between Mary, the sister of Charles I and William II. van Nooten S. I. Prins Willem II Den Haag 1915 184
- Veeze B. J. De raad van de Prinsen van Oranje tijdens de minderjarigheid van Willem III 1650–1668 Assen 1932 110
- Veeze De raad van de Prinsen op. cit. 88
- Cf. in this context: C. Huygens (1659) Instruction que j'ay ue ordre de faire pour M. de Zuylestein, destiné gouverneur de son Altesse Monseigneur le Prince Guillaume Henry, l'allant mener à Leiden. Koninklijk Huis Archief (Den Haag) B 1227. W. Otterspeer & L. van Poelgeest (1988∥ Willem III en de Leidse universiteit. Catalogus van de tentoonstelling, gehouden in het Academisch Historisch Museum. Leiden, p. 25 ff.
- In any case it would seem to me that the thesis defended in the historiography up until now, that William III was educated within a strict Calvinist tradition is in need of revision. Rivet presumes that the view of child development brought forward in this book and a Christianenlightened concept of virtue are in accordance with customary views on education. Furthermore, there is Rivet’s influence on Amalia von Solms, by whom he was ‘highly esteemed’ as Huygens noted with some bitterness (Cf. A. van Solms to Huygens, June 7, 1655 and the mémoires of C. Huygens, pp. 161-162). In 1661, Rivet was in Cleves with William III, Amalia van Solms and the Great Elector. However, Rivet’s position at the Court was apparently not without its problems, as his criticism of courtly life in De l’éducation leads one to suspect. Cf. in this context an undated letter from Frédéric Rivet to his stepmother Marie du Moulin, in which he unquestionably ventilates his reserve and criticism: ‘… Je ne suis pas assez fin pour penetrer dans les mystères de la Cour’ (Weeskamerarchief, Stadsarchief Den Haag, 420; 2351 B, pp. 1208-1211).
- The only accessible copy of De l’education d’un Prince from 1654 can be found in the City library (Gemeentebibliotheek) in Rotterdam.
- Leers' publishing house is one of the historically most interesting of the latter half of the seventeenth century. It was here that the dictionary of Pierre Bayle was published. Locke personally visited Leers in Rotterdam. Cf. his letter to Le Clerk dated 20-30 of July 1688. In H. R. Fox-Bourne, The Life of John Locke (in two volumes, Vol. 2).Bristol 1991 (reprint of 1876), pp. 76-79, here p. 78.
- Rivet op. cit., 1654, Preface.
- Cf. Letter nr. 26 (18 July, 1661), correspondence between Frédéric Rivet/Huygens, University Library, Leiden.(HUG 37).
- I have not been able to discover the exact date of Rivet's death. He was interred on the 14th of December 1666 in the Nieuwe Kerk in The Hague in a grave he had previously purchased. A register for this tomb can be found in: D. G. van Epen (1909) De wapenkrant 13, p. 364 (‘S-Gravenhage, Centraal Bureau voor Genealogie en Heraldiek)
- In the history of the publishing house Elzevier (cf. Alphonse Willems (1880) Les Elzevier. Histoire et annales typographiques. Bruxelles, p. 400 f.) Barbier’s remark on the Frédéric Rivet’s possible authorship is printed without comment (cf. note 33).
- Cf. P. J. A. N. Rietbergen (1988) ‘s Werelds schouwtoneel. Oorlog, politiek en economie in noord-west Europa ten tijde van Willem III, in A. G. H. Bachrach et al, De stadholder-koning en zijn tijd. Amsterdam, pp. 51-87
- Cf., e.g. the correspondence betweenCoste & Locke (1959) in G. Bonno, Locke et son traducteur français Pierre Coste. Avec huit lettres inédites de Coste à Locke. Revue de litterature Composée, 33, pp. 161-179.
- Abbé Le Blanc, Préface to Lettres de M. de Fontenay sur l’éducation des Princes.
- A. A. Barbier (1872/79) Dictionnaire des ouvrages anonymes (Vol. 4, No. 3, revised and elaborated by O. Barbier and others). Paris, Vol. III, p. 998.
- Ibid
- The manuscript containing 55 pages and 412 paragraphs, can be found in the Koninklijke Bibliotheek in The Hague (hs73J11). W. Otterspeer’s and L. van Poelgeest’s belief that this book may have been written by Joh. Polyander à Kerckhoven is not backed up by evidence. This 1654 manuscript is a kind of summary of the ideas contained within Rivet’s book. Above all it concerns physical education and nutrition. That Rivet was considered the expert on the nutrition of the young prince, can be concluded from the documents of the ‘Raad van de Prinsen’ (KHarchive, Nass. Dom. 14/25. April 1656; cf. also Veeze, De Raad, op. cit., p. 88).
- With the first edition from 1654 Rivet already had such an intention and had alluded to it in its subtitle: ‘Traitté tres-utile non seulement aux grands, mais encore a tous ceux qui desirent de bien élever leurs enfans’ (title page).
- Cf. Rivet 1679, title page.
- From the autumn of 1683 until February 1689 Locke lived in exile in the Netherlands. The book was also part of the library of Benjamin Furly in Rotterdam, with whom Locke had lived for two years during his Dutch exile. He also exchanged opinions on the subject of education (Cf. Correspondence III, letter nr. 998 dated 2 February, 1688). Cf. the catalogue of Furley’s library: Bibliotheca Furliana, sive Catalogus Librorum B. Furly, Rotterdam, 1714 (Archives of the city of Rotterdam XVIII D 25).
- Yolton Cf. Yolton De l'education 1679 28
- That Locke seemingly ‘borrowed’ from other authors is also argued by J. W. Yolton: ‘Most of the ingredients in Locke’s science of nature are found in Boyle, especially in the Origine. The verbal similiarities are often striking … Reading the theoretical part of Boyle’s Origine alongside Locke’s Essay … the conclusion is inescapable that Locke had his copy of this work by Boyle open beside him when writing out these portions of the Essay.’J. W. Yolton (1970) Locke and the Compass of Human Understanding. Cambridge: Cambridge University Press, p. 35.
- Cf. Locke, Some Thoughts … 4; Rivet, De l’education 1679, p. 3.
- Cf. Rivet, op. cit., p. 211; in the 1654 edition we read: ‘Il (the mind, B.R.) est comme une table rase, ou comme une cire molle en laquelle s’imprime facilement ou le bien ou le mal …’ (1654, p. 9) the altered phrasing of this excerpt in the 1679 edition, reads: ‘C’est une cire, où l’on imprime facilement ou le bien et le mal …’ (1679, p. 11)
- Cf. Rivet 1679, for instance p. 192, cf. Locke, Some Thoughts, § 100, p. 162 f.
- Cf. Rivet 1679, p. 241
- Cf. for instance Rivet 1679, p. 9: ‘Eh bien que les enfans, durant les premieres années de leur vie, paroissent incapable de raisonnement, & d’instruction; dés lors pourtant ont peut leur donner des habitudes qui les rendront des sujets tres propres à recevoir les sciences, & les vertus ...’ Cf. also p. 138. Here, Rivet writes that one may accustom the young child to act reasonable and the child will later reinforce such behaviour guided by his own powers of reason.
- Cf. Rivet 1679, op. cit., p. 225.
- Ibid., for instance, pp. 31, 40, 113.
- Ibid., p. 112.
- Ibid., p. 26.
- Ibid., p. 24.
- Knowledge must be imparted ‘goute à goute’ ‘& qu’on n’en donne pas plus à la fois à un enfant qu’il n’en peut comprendre & retenir avec du plaisir & du profit’ (Rivet, 1679, p. 31).
- Ibid., p. 97.
- Ibid., p. 96; cf. Locke § 148, p. 208.
- Cf. ibid., pp. 40, 44. Locke, op. cit., § 137, § 138, p. 195 f.
- Cf. Rivet, 1679, pp. 3, 202; especially p. 204 f.
- Things one tells children, must not only be true, but also ‘proportionnées à leurs forces’ (Rivet, 1679, p. 40).
- Incidentally, Locke was acquainted with Leers, the publisher from Rotterdam who published the first edition of Rivet’s book. Cf. footnote 26.
- Rivet, 1679, preface, no page reference. Cf. also the 1654 edition, in which the author states about himself that he studies ‘the practice more than the theory’ (Rivet, 1654, preface).
- Nevertheless, the 1679 edition is not more voluminous than that of 1654, it even contains 8% fewer words and has a more compact structure. In the book, children in general are mentioned more frequently than princes.
- This may be seen as an anticipation of Rousseau’s concept of ‘perfectibilité’. It naturally implies the rejection of the Christian concept of ‘original sin’.
- Cf. Locke, § 45, p. 111.
- Cf. Rivet, 1679, pp. 13-70.
- Ibid., p. 40.
- Locke, § 108, p. 167 (cursive by Locke himself); cf. in particular also § 118; cf. Rivet, 1679, pp. 26 f. As we have already mentioned, Locke probably ‘copied’ this from Rivet.
- Rivet, 1679, pp. 58 ff.; cf. Locke §§ 131, p. 193.
- Locke, § 132, p. 193 f., Rivet 1679, p. 61.
- Rivet, 1679, p. 61.
- Cf. also Rivet’s clear criticism of courtly life in the letters to his stepmother, Marie de Moulin (Weeskamerarchief in the City Archive in The Hague, 420, 2351 B., pp. 1208-1211).
- Rivet, 1679, p. 60.
- Cf. Locke, who follows this train of thought in § 143.
- Locke speaks of ‘dispositions’ (§§ 74-75), of ‘favourable seasons of Aptitude and Inclinations’, § 74, p. 135; of ‘tempers’ (§ 100, p. 162). The educator, the parents were urged ‘carefully to consider his Temper, and the particular constitution of his Mind’ (§ 100, p. 162). Cf. also Locke’s letter from the 5/15th of March 1686, in: Correspondence II, op. cit., Letter no. 845, p. 788 ff.
- Rivet 1679, p. 20.
- Cf. in connection with this J. A. Passmore, ‘The Malleability of Man in Eighteenth-century Thought’ in: E. K. Wasserman (1965) Aspects of the Eighteenth Century, Baltimore, pp. 21-46: ‘The crucial importance of John Locke's Some Thoughts Concerning Education … lies not so much in its rejection of innate ideas as in its rejection of original sin’ (p. 22).
- Rivet, 1679, p. 71. Cf. also De la Première nourriture, op. cit., §§ 65-66.
- Cf. Rivet, 1679, p. 31, p. 40.
- ‘… il faut tacher de descouvrier, par divers adresses, la capacité de l’enfant qu’on veut instruire, & accomoder les connaissances qu’on veut donner, au temps qu’il est propre à les recevoir’ (p. 107, cf. also, p. 96).
- Cf. ibid., pp. 106f. At any rate Rivet assumes that a good education can strongly influence the ‘nature’ of the child (‘l'instruction, qui peut beaucoup sur la nature’). Cf. p. 107.
- ‘Quand on force l'enfant, comme on le fait tropsouvant, à apprendre par coeur les paroles qui ont servi aux hommes faits à exprimer leurs plus sublimes pensées, en retenant les paroles, il ne retiennent rien de la chose: Ceux qui fatiguent ainsi les enfans pour apprendre des formularies & des Cathechismes qui contiennent les plus hauts mysteres de la Religion, sont constaints d’avouër que ces enfans-là ne sont pas capables de comprendre le sens des paroles …’ (p. 110f. ) ‘La lumiere se doit verser dans l’esprit, à measure qu’on voit de la capacité pour la recevoir …’ (p. 113)
- Ibid., p. 82.
- Ibid., p. 195.
- Ibid., p. 196: ‘Il faut avoir longtemps conversé avec les enfans, pour connoistre leur finesse, & leur malice…’
- Cf. among others Rivet, 1679, pp. 30f, 98.
- Rivet certainly would like his readers to believe, that this primarily concerns the virtues of a prince. He assumes ‘que les vertus se peuvent enseigner dés l’enfance’ (p. 118). In the introduction to their critical edition of Locke’s Some Thoughts (1989). Yolton & Yolton (1989) are of the opinion that ‘there is no other work in the seventeenth century that gives such a detailed account of moral man, and of how to develop that man into a responsible person’. (Op. cit., p. 19).
- Rivet, 1679, pp. 194f. (translation B. Rang).
- Cf. ibid., p. 195.
- ‘Il faut avouër qu'il est extrémement difficile, de definir comment on peut enseigner la prudence; car il n'en est pas comme des sciences qui ont leurs principes, & leurs regles certaines, & qui font une même chose pour tous: Mais la prudence se diversifie à l’infini, non seulement selon l’inégalité de la condition des personnes … de sorte qu'on pourroit difficilement trouver deux personnes à qui ont pust donner les meme regles de prudence …’ (op. cit., p. 133). Rivet pursues this line of thought further and thus develops a sort of early modern pragmatical ethics. Cf. under this aspect also pp. 206f.
- Yolton & Yolton, Introduction, op. cit., p. 26.
- Rivet, 1679, p. 176.
- Ibid.
- Rivet, 1679, p. 120.
- Cf. op. cit., pp. 254 ff.
- Cf. op. cit., pp. 200 ff.
- In this chapter Rivet tackles the petty, pedantic Latin teacher, who imparts rules of grammar and stuffs the pupils’ heads with details, instead of improving their powers of judgement (cf. pp. 223 ff.).
- ‘… il ne luy reste de tout son travail (to learn Latin, B.R.), qu’ une aversion pour les sciences & pour les savans’ (op. cit., p. 225).
- Op. cit., p. 228.
- Op. cit., p. 110.
- Rivet, 1654, p. 156.
- Rivet, 1679, p. 228. William III had as a child received tuition in all five languages.
- In this context Rivet speaks of the ‘extreme abuse’ of the child's powers of reason, which are not granted any peace from the moment they begin to blossom. Cf. op. cit., p. 243 f.
- Cf. Rivet, 1679, pp. 234 f.
- Op. cit., p. 34.
- Cf. Rivet, 1679, pp. 232 f.
- Op. cit., pp. 354 ff.
- Cf. Uit den Bogaard Th. M. ‘Godsdienstig leven in de 17e eeuw binnen het protestantisme’ Algemene Geschiedenis der Nederlanden 1979 8 322 343
- Cf. Rivet, 1679, p. 254.
- Ibid., p. 258.
- The official Holland was ‘gomaristic’, strict reformed Calvinists. These reformed churches were therefore designated as the ‘public church’.
- Locke sent Van Limborch an author's copy of the first edition of Some Thoughts , cf. Bodleien Library, MS Locke (miscellaneous collected papers), c. 25, FO., cf. also MS. Locke f. 29, p. 144. In this setting he also undertook his preliminary work on ‘the Reasonableness of Christianity’ (Locke, 1695a, 1695b). Cf. also the review article by John Marshall, John Locke’s religious, educational and moral thought. The Historical Journal , 33, 1900, pp. 993-1001. Cf. also Rosalie I. Colie (1990) John Locke in the Republic of Letters, in:J. S. Yolton (Ed.) A Locke Miscellany. Bristol, pp. 55-74.
- Cf. Locke, Some Thoughts, op. cit., §§ 204 ff., pp. 257 ff.
- ‘L'experience est la chose du monde la plus necessaire dans cette sorte d’employ, car ceux qui n'ont jamais élevé d'enfans se forme des regles …’ Rivet 1679, p. 197; cf. also p. 198. Rivet's volume is based on the idea that learning by experience is superior to the traditional forms of knowledge.
- Vegio Maffeo De educatione liberorum et eorum claris moribus 1444 (6 parts) …, K. A. Kopp has published a German translation entitled ‘Erziehungslehre’ (Freiburg i.B., 1889). M. J. M. Ezell's thesis that Locke's observations on children’s health are an ‘innovation’ cannot be upheld.Cf. M. Ezell (1983/84) John Locke's Images of Childhood. Early Eighteenth Century Response to Some Thoughts concerning Education, Eighteenth Century Studies, 17, pp. 139-155, here p. 144.
- Marnix van aldegonde's Ratio Istituendae Iuventutis was published in 1615 in Franeker. Dutch translation by Van Vloten J. ‘Marnix van St Aldegonde's wenken over opvoeding’ Vaderlandsche Letteroefeningen 1583 1855 2nd part 729 748
- Locke's library contained Quintilian's Institutio Oratoria and a four-volume edition of Plutarch's works. Cf. the list compiled by Harrison and Laslett, op. cit. Appendix I and no. 2356-59. Plutarch and Quintilian spoke about the mouldability (Greek: ‘euplaston’ or ‘hugron’). Cf. Cornelissen M. J.D. Marnix over de opvoeding der jeugd , in: Cornelissen M. J.D. 1987 De eendracht van het land. Cultuurhistorische Studies over Nederland in de zestiende en zeventiende eeuw Amsterdam 229 252 , cf. p. 229. Cf.on the lengthy history of the metaphor of ‘tabula rasa’: N. Wood, Tabula Rasa, op. cit. In a recent study it is hold that Pierre Gassendus (Institutio Logica, 1658, Canon II) was an important source for the reception of the tabula rasa idea in Locke’s days. Cf. T. M. Lennon, The Battle of the Gods and Giants, The Legacies of Descartes and Gassendi, 1655-1715. Princeton, 1993.
- vergerio Paolo De ingenius moribus et liberalibus studiis 1392
- Erasmus D. The Education of a Christian Prince Columbia University Press 1936
- None of these works could be found in Locke's library.
- In the literature the problems of such research concerning historical influence can hardly be overlooked. In his dissertation, O. Stille has very conscientiously demonstrated such problems in relation to the courtesytradition. Cf. Stille, Die Pädagogik John Lockes, op. cit., cf. especially p. 487ff.
- vergerio Paolo De ingenuis moribus et liberalibus studiis 1392
- Cf. Mason, The Literary Sources, op. cit., p. 90, which attempts to show the specificity of Locke’s book. In his opinion this lies in Locke’s proposals about the education of virtue and morals. Virtue and activity are connected (cf. p. 91). Stille also stresses this (op. cit., p. 377). Stille even assumes that Locke considered the humanist tradition to be totally useless (ibid.).
- ‘Il faut confesser que la diversité du temperament des enfants, diversifie aussi extrémement les productions de leur esprit’ (Rivet, 1679, p. 245). Although the basis for the specific individuality of a child still has a very traditional sound to it, since Rivet and Locke revert to the premodern theory of temperaments with its humoral basis, it is of greater significance that they consistently relate this humoral determination to the concept of educability.
- Cf. Rivet (1679), p. 39.
- As a young man, Frédéric Rivet came into contact with early French Enlightenment thought, with the Dupuis brothers and Marin Mersenne, early Cartesians, through his father.(Cf. Mersenne to A. Rivet, Feb. 28, June 1 and Nov. 10 1640; B.P.L. 275, fol. 44-45, 49-50, 53-54).
- Cf. Locke J. Some Thoughts concerning Reading and Study for a Gentlemen op. cit., 320 On Locke's rationalism Laurie S. S. Locke John the English rationalist Studies in the History of Educational Opinion from the Renaissance. , in Laurie S. S. London 1968 181 207 Cf. also especially M. Ayers, Locke (Vol. I: Epistemology). London, 1991, ch. 2, pp. 81 ff.
- Locke, Some Thoughts, for instance § 38, pp. 107 f.:‘It seems plain to me, that the principle of all virtue and excellency lies in a power of denying our selves the satisfaction of our own desires, where reason does not authorise them.’
- Locke, op. cit., §108, p. 167.
- Cf. on this subject Ayer, Locke (I: Epistemology), op. cit., pp. 145 f.
- Locke to Molineux (28 March, 1693), in: Correspondence IV, op. cit.
- Locke, Some Thoughts, § 116, p. 180.
- Cf. in this context Yolton's subtle line of reasoning, challenging Rorty on Locke’s epistemology in: J.W. Yolton, ‘Mirrors and Veils. Thoughts and Things: the epistemological problematic’, inA. Malachowski (Ed.) Reading Rorty. Oxford, 1990, pp. 58-73.
- Rang B. , ‘Geeft mijn Kindeken dog sijn willeken’- discussies over opvoeding in het begin van de Gouden Eeuw Cultuurpedagogiek, Leiden/Antwerpen 1990 , in Imelman D. J. et al., 88 106 Couman G. Hokke J. Geld en geluk, twee regentenfamilies in gezinshistorisch perspectief 1600-1800 Utrecht, 1984 (scriptie).
- Cf. D. A. Valcooch, complaint about parents who prompt the schoolmasters to treat their children in a more accommodating manner, in: Valcooch Regel der Duytsche Schoolmeesters/ die Parochiekerken bedienen. Amsterdam, 1597. Reprinted in P. A. Planque, Valcooch's Regel der Duytsche Schoolmeesters … Groningen, 1908. Similar grievances can be found in R. Dafforne, Grammatica ofte Leez-leerlingssteunsel. Amsterdam, 1627, fol. 19; C.D. van Nyervaert, Oprecht onderwijs van de Letter = Konst (1603?), Alkmaar, 1669.
- Rang B. ‘Citizenship and Education in the Netherlands, Bottom-up Traditions’ in Paedagogica Historica 1993 XIX 763 763 , here p. 763.
- Cf. Johannes de Swaef, De geestelycke queeckerye van de jonge planten des Heeren … ofte tractaet van de Christelycke opvoedinghe der Kinderen (1st edn 1621), Middelburg 1740, 2nd edn.
- Cf. Dafforne, Grammatica, op. cit.; Niervaert, Oprecht onderwys, op. cit.
- Zilsel E. The Sociological Roots of Modern Science American Journal of Sociology 1942 47 245 279
- Cf. also the reception of Locke's book in the Netherlands. In this context: Bonno Gabriel Locke et son traducteur français Pierre Coste.Avec huit lettres inédites de Coste à Locke’ Revue de Littérature Composée 1959 33 161 179 .Cf. also the introductory remarks in the first Dutch translation of Locke's Some Thoughts (1698): ‘Verhandeling over de opvoeding der kinderen, Behelzende verscheydene nutte Aenmerkingen die de Ouders ten opzigt van ‘t Lichaam, doch voornamelijk van de Ziel hunner Kinderen in de Opvoeding hebben waar te nemen. Door Dr. Johannes Lock. Na den derden Engelschen druk vertaalt’. Rotterdam (Barent Bos), 1698.