Nonfiction > Harvard Classics > John Locke > Some Thoughts Concerning Education
John Locke (1632–1704).  Some Thoughts Concerning Education.
The Harvard Classics.  1909–14.
Some Thoughts Concerning Education
Sections 141–150
  § 141. The next good quality belonging to a gentleman, is good breeding. There are two sorts of ill-breeding: the one a sheepish bashfulness, and the other a mis-becoming negligence and disrespect in our carriage; both which are avoided by duly observing this one rule, not to think meanly of ourselves, and not to think meanly of others.  238
  § 142. The first part of this rule must not be understood in opposition to humility, but to assurance. We ought not to think so well of our selves, as to stand upon our own value; and assume to our selves a preference before others, because of any advantage we may imagine we have over them; but modestly to take what is offered, when it is our due. But yet we ought to think so well of our selves, as to perform those actions which are incumbent on, and expected of us, without discomposure or disorder, in whose presence soever we are; keeping that respect and distance which is due to every one’s rank and quality. There is often in people, especially children, a clownish shamefacedness before strangers or those above them: they are confounded in their thoughts, words, and looks; and so lose themselves in that confusion as not to be able to do any thing, or at least not to do it with that freedom and gracefulness which pleases, and makes them be acceptable. The only cure for this, as for any other miscarriage, is by use to introduce the contrary habit. But since we cannot accustom ourselves to converse with strangers and persons of quality without being in their company, nothing can cure this part of ill-breeding but change and variety of company, and that of persons above us.  239
  § 143. As the before-mentioned consists in too great a concern how to behave ourselves towards others; so the other part of ill-breeding lies in the appearance of too little care of pleasing or shewing respect to those we have to do with. To avoid this these two things are requisite: first, a disposition of the mind not to offend others; and secondly, the most acceptable and agreeable way of expressing that disposition. From the one men are called civil; from the other well-fashion’d. The latter of these is that decency and gracefulness of looks, voice, words, motions, gestures, and of all the whole outward demeanour, which takes in company, and makes those with whom we may converse, easy and well pleased. This is, as it were, the language whereby that internal civility of the mind is expressed; which, as other languages are, being very much governed by the fashion and custom of every country, must, in the rules and practice of it, be learn’d chiefly from observation, and the carriage of those who are allow’d to be exactly well-bred. The other part, which lies deeper than the outside, is that general good-will and regard for all people, which makes any one have a care not to shew in his carriage any contempt, disrespect, or neglect of them; but to express, according to the fashion and way of that country, a respect and value for them according to their rank and condition. It is a disposition of the mind that shews it self in the carriage, whereby a man avoids making any one uneasy in conversation.  240
  I shall take notice of four qualities, that are most directly opposite to this first and most taking of all the social virtues. And from some one of these four it is, that incivility commonly has its rise. I shall set them down, that children may be preserv’d or recover’d from their ill influence.  241
  1. The first is, a natural roughness, which makes a man uncomplaisant to others, so that he has no deference for their inclinations, tempers, or conditions. ’Tis the sure badge of a clown, not to mind what pleases or displeases those he is with; and yet one may often find a man in fashionable clothes give an unbounded swing to his own humour, and suffer it to justle or over-run any one that stands in its way, with a perfect indifferency how they take it. This is a brutality that every one sees and abhors, and nobody can be easy with: and therefore this finds no place in any one who would be thought to have the least tincture of good-breeding. For the very end and business of good-breeding is to supple the natural stiffness, and so soften men’s tempers, that they may bend to a compliance, and accommodate themselves to those they have to do with.  242
  2. Contempt, or want of due respect, discovered either in looks, words, or gesture: this, from whomsoever it comes, brings always uneasiness with it. For nobody can contentedly bear being slighted.  243
  3. Censoriousness, and finding fault with others, has a direct opposition to civility. Men, whatever they are or are not guilty of, would not have their faults display’d and set in open view and broad day-light, before their own or other people’s eyes. Blemishes affixed to any one always carry shame with them: and the discovery, or even bare imputation of any defect is not borne without some uneasiness. Raillery is the most refined way of exposing the faults of others: but, because it is usually done with wit and good language, and gives entertainment to the company, people are led into a mistake, that where it keeps within fair bounds there is no incivility in it. And so the pleasantry of this sort of conversation often introduces it amongst people of the better rank; and such talkers are favourably heard and generally applauded by the laughter of the bystanders on their side. But they ought to consider, that the entertainment of the rest of the company is at the cost of that one who is set out in their burlesque colours, who therefore is not without uneasiness, unless the subject for which he is rallied be really in itself matter of commendation. For then the pleasant images and representations which make the raillery carrying praise as well as sport with them, the rallied person also finds his account, and takes part in the diversion. But because the right management of so nice and ticklish a business, wherein a little slip may spoil all, is not every body’s talent, I think those who would secure themselves from provoking others, especially all young people, should carefully abstain from raillery, which by a small mistake or any wrong turn, may leave upon the mind of those who are made uneasy by it, the lasting memory of having been piquantly, tho’ wittily, taunted for some thing censurable in them.  244
  Besides raillery, contradiction is a sort of censoriousness wherein ill-breeding often shews it self. Complaisance does not require that we should always admit all the reasonings or relations that the company is entertain’d with, no, nor silently to let pass all that is vented in our hearing. The opposing the opinions, and rectifying the mistakes of others, is what truth and charity sometimes require of us, and civility does not oppose, if it be done with due caution and care of circumstances. But there are some people, that one may observe, possessed as it were with the spirit of contradiction, that steadily, and without regard to right or wrong, oppose some one, or, perhaps, every one of the company, whatever they say. This is so visible and outrageous a way of censuring, that nobody can avoid thinking himself injur’d by it. All opposition to what another man has said, is so apt to be suspected of censoriousness, and is so seldom received without some sort of humiliation, that it ought to be made in the gentlest manner, and softest words can be found, and such as with the whole deportment may express no forwardness to contradict. All marks of respect and good will ought to accompany it, that whilst we gain the argument, we may not lose the esteem of those that hear us.  245
  4. Captiousness is another fault opposite to civility; not only because it often produces misbecoming and provoking expressions and carriage; but because it is a tacit accusation and reproach of some incivility taken notice of in those whom we are angry with. Such a suspicion or intimation cannot be borne by any one without uneasiness. Besides, one angry body discomposes the whole company, and the harmony ceases upon any such jarring.  246
  The happiness that all men so steadily pursue consisting in pleasure, it is easy to see why the civil are more acceptable than the useful. The ability, sincerity, and good intention of a man of weight and worth, or a real friend, seldom atones for the uneasiness that is produced by his grave and solid representations. Power and riches, nay virtue itself, are valued only as conducing to our happiness. And therefore he recommends himself ill to another as aiming at his happiness, who, in the services he does him, makes him uneasy in the manner of doing them. He that knows how to make those he converses with easy, without debasing himself to low and servile flattery, has found the true art of living in the world, and being both welcome and valued every where. Civility therefore is what in the first place should with great care be made habitual to children and young people.  247
  § 144. There is another fault in good manners, and that is excess of ceremony, and an obstinate persisting to force upon another what is not his due, and what he cannot take without folly or shame. This seems rather a design to expose than oblige: or at least looks like a contest for mastery, and at best is but troublesome, and so can be no part of good-breeding, which has no other use or end but to make people easy and satisfied in their conversation with us. This is a fault few young people are apt to fall into; but yet if they are ever guilty of it, or are suspected to incline that way, they should be told of it, and warned of this mistaken civility. The thing they should endeavour and aim at in conversation, should be to shew respect, esteem, and good-will, by paying to every one that common ceremony and regard which is in civility due to them. To do this without a suspicion of flattery, dissimulation, or meanness, is a great skill, which good sense, reason, and good company can only teach; but is of so much use in civil life that it is well worth the studying.  248
  § 145. Though the managing ourselves well in this part of our behaviour has the name of good-breeding, as if peculiarly the effect of education; yet, as I have said, young children should not be much perplexed about it; I mean, about putting off their hats, and making legs modishly. 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. What are the most allow’d and esteem’d ways of expressing this, we have above observ’d. It is as peculiar and different, in several countries of the world, as their languages; and therefore, if it be rightly considered, rules and discourses made to children about it, are as useless and impertinent, as it would be now and then to give a rule or two of the Spanish tongue to one that converses only with Englishmen. Be as busy as you please with discourses of civility to your son, such as is his company, such will be his manners. A plough-man of your neighbourhood that has never been out of his parish, read what lectures you please to him, will be as soon in his language as his carriage a courtier; that is, in neither will be more polite than those he uses to converse with: and therefore, of this no other care can be taken till he be of an age to have a tutor put to him, who must not fail to be a well-bred man. And, in good earnest, if I were to speak my mind freely, so children do nothing out of obstinacy, pride, and ill-nature, ’tis no great matter how they put off their hats or make legs. If you can teach them to love and respect other people, they will, as their age requires it, find ways to express it acceptably to every one, according to the fashions they have been used to: and as to their motions and carriage of their bodies, a dancing-master, as has been said, when it is fit, will teach them what is most becoming. In the mean time, when they are young, people expect not that children should be over-mindful of these ceremonies; carelessness is allow’d to that age, and becomes them as well as compliments do grown people: or, at least, if some very nice people will think it a fault, I am sure it is a fault that should be over-look’d, and left to time, a tutor and conversation to cure. And therefore I think it not worth your while to have your son (as I often see children are) molested or chid about it: but where there is pride or ill-nature appearing in his carriage, there he must be persuaded or shamed out of it.  249
  Though children, when little, should not be much perplexed with rules and ceremonious parts of breeding, yet there is a sort of unmannerliness very apt to grow up with young people, if not early restrained, and that is, a forwardness to interrupt others that are speaking; and to stop them with some contradiction. Whether the custom of disputing, and the reputation of parts and learning usually given to it as if it were the only standard and evidence of knowledge, make young men so forward to watch occasions to correct others in their discourse, and not to slip any opportunity of shewing their talents: so it is, that I have found scholars most blamed in this point. There cannot be a greater rudeness, than to interrupt another in the current of his discourse; for if there be not impertinent folly in answering a man before we know what he will say, yet it is a plain declaration, that we are weary to hear him talk any longer, and have a dis-esteem of what he says; which we judging not fit to entertain the company, desire them to give audience to us, who have something to produce worth their attention. This shews a very great disrespect, and cannot but be offensive: and yet this is what almost all interruption constantly carries with it. To which, if there be added, as is usual, a correcting of any mistake, or a contradiction of what has been said, it is a mark of yet greater pride and self-conceitedness, when we thus intrude our selves for teachers, and take upon us either to set another right in his story, or shew the mistakes of his judgment.  250
  I do not say this, that I think there should be no difference of opinions in conversation, nor opposition in men’s discourses: this would be to take away the greatest advantage of society, and the improvements are to be made by ingenious company; where the light is to be got from the opposite arguings of men of parts, shewing the different sides of things and their various aspects and probabilities, would be quite lost, if every one were obliged to assent to, and say after the first speaker. ’Tis not the owning one’s dissent from another, that I speak against, but the manner of doing it. Young men should be taught not to be forward to interpose their opinions, unless asked, or when others have done, and are silent; and then only by way of enquiry, not instruction. The positive asserting, and the magisterial air should be avoided; and when a general pause of the whole company affords an opportunity, they may modestly put in their question as learners.  251
  This becoming decency will not cloud their parts, nor weaken the strength of their reason; but bespeak the more favourable attention, and give what they say the greater advantage. An ill argument, or ordinary observation, thus introduc’d, with some civil preface of deference and respect to the opinions of others, will procure them more credit and esteem than the sharpest wit, or profoundest science, with a rough, insolent, or noisy management, which always shocks the hearers, leaves an ill opinion of the man, though he get the better of it in the argument.  252
  This therefore should be carefully watched in young people, stopp’d in the beginning, and the contrary habit introduced in all their conversation. And the rather, because forwardness to talk, frequent interruptions in arguing, and loud wrangling, are too often observable amongst grown people, even of rank, amongst us. The Indians, whom we call barbarous, observe much more decency and civility in their discourses and conversation, giving one another a fair silent hearing till they have quite done; and then answering them calmly, and without noise or passion. And if it be not so in this civiliz’d part of the world, we must impute it to a neglect in education, which has not yet reform’d this antient piece of barbarity amongst us. Was it not, think you, an entertaining spectacle, to see two ladies of quality accidentally seated on the opposite sides of a room, set round with company, fall into a dispute, and grow so eager in it, that in the heat of the controversy, edging by degrees their chairs forwards, they were in a little time got up close to one another in the middle of the room; where they for a good while managed the dispute as fiercely as two game-cocks in the pit, without minding or taking any notice of the circle, which could not all the while forbear smiling? This I was told by a person of quality, who was present at the combat, and did not omit to reflect upon the indecencies that warmth in dispute often runs people into; which, since custom makes too frequent, education should take the more care of. There is no body but condemns this in others, though they overlook it in themselves; and many who are sensible of it in themselves, and resolve against it, cannot yet get rid of an ill custom, which neglect in their education has suffer’d to settle into an habit.  253
  § 146. What has been above said concerning company, would perhaps, if it were well reflected on, give us a larger prospect, and let us see how much farther its influence reaches. ’Tis not the modes of civility alone, that are imprinted by conversation: the tincture of company sinks deeper than the out-side; and possibly, if a true estimate were made of the morality and religions of the world, we should find that the far greater part of mankind received even those opinions, and ceremonies they would die for, rather from the fashions of their countries, and the constant practice of those about them, than from any conviction of their reasons. I mention this only to let you see of what moment I think company is to your son in all the parts of his life, and therefore how much that one part is to be weighed and provided for; it being of greater force to work upon him, than all you can do besides.  254
  § 147. You will wonder, perhaps, that I put learning last, especially if I tell you I think it the least part. This may seem strange in the mouth of a bookish man; and this making usually the chief, if not only bustle and stir about children, this being almost that alone which is thought on, when people talk of education, makes it the greater paradox. When I consider, what ado is made about a little Latin and Greek, how many years are spent in it, and what a noise and business it makes to no purpose, I can hardly forbear thinking that the parents of children still live in fear of the school-master’s rod, which they look on as the only instrument of education; as a language or two to be its whole business. How else is it possible that a child should be chain’d to the oar seven, eight, or ten of the best years of his life, to get a language or two, which, I think, might be had at a great deal cheaper rate of pains and time, and be learn’d almost in playing?  255
  Forgive me therefore if I say, I cannot with patience think, that a young gentleman should be put into the herd, and be driven with a whip and scourge, as if he were to run the gantlet through the several classes, ad capiendum ingenii cultum. What then? say you, would you not have him write and read? Shall he be more ignorant than the clerk of our parish, who takes Hopkins and Sternhold for the best poets in the world, whom yet he makes worse than they are by his ill reading? Not so, not so fast, I beseech you. Reading and writing and learning I allow to be necessary, but yet not the chief business. I imagine you would think him a very foolish fellow, that should not value a virtuous or a wise man infinitely before a great scholar. Not but that I think learning a great help to both in well-dispos’d minds; but yet it must be confess’d also, that in others not so dispos’d, it helps them only to be the more foolish, or worse men. I say this, that when you consider the breeding of your son, and are looking out for a school-master or a tutor, you would not have (as is usual) Latin and logick only in your thoughts. Learning must be had, but in the second place, as subservient only to greater qualities. Seek out somebody that may know how discreetly to frame his manners: place him in hands where you may, as much as possible, secure his innocence, cherish and nurse up the good, and gently correct and weed out any bad inclinations, and settle in him good habits. This is the main point, and this being provided for, learning may be had into the bargain, and that, as I think, at a very easy rate, by methods that may be thought on.  256
  § 148. When he can talk, ’tis time he should begin to learn to read. But as to this, give me leave here to inculcate again, what is very apt to be forgotten, viz. That great care is to be taken, that it be never made as a business to him, nor he look on it as a task. We naturally, as I said, even from our cradles, love liberty, and have therefore an aversion to many things for no other reason but because they are enjoin’d us. I have always had a fancy that learning might be made a play and recreation to children: and that they might be brought to desire to be taught, if it were proposed to them as a thing of honour, credit, delight, and recreation, or as a reward for doing something else; and if they were never chid or corrected for the neglect of it. That which confirms me in this opinion is, that amongst the Portuguese, ’tis so much a fashion and emulation amongst their children, to learn to read and write, that they cannot hinder them from it: they will learn it one from another, and are as intent on it, as if it were forbidden them. I remember that being at a friend’s house, whose younger son, a child in coats, was not easily brought to his book (being taught to read at home by his mother) I advised to try another way, than requiring it of him as his duty; we therefore, in a discourse on purpose amongst our selves, in his hearing, but without taking any notice of him, declared, that it was the privilege and advantage of heirs and elder brothers, to be scholars; that this made them fine gentlemen, and beloved by every body: and that for younger brothers, ’twas a favour to admit them to breeding; to be taught to read and write, was more than came to their share; they might be ignorant bumpkins and clowns, if they pleased. This so wrought upon the child, that afterwards he desired to be taught; would come himself to his mother to learn, and would not let his maid be quiet till she heard him his lesson. I doubt not but some way like this might be taken with other children; and when their tempers are found, some thoughts be instill’d into them, that might set them upon desiring of learning, themselves, and make them seek it as another sort of play or recreation. But then, as I said before, it must never be imposed as a task, nor made a trouble to them. There may be dice and play-things, with the letters on them to teach children the alphabet by playing; and twenty other ways may be found, suitable to their particular tempers, to make this kind of learning a sport to them.  257
  § 149. Thus children may be cozen’d into a knowledge of the letters; be taught to read, without perceiving it to be any thing but a sport, and play themselves into that which others are whipp’d for. Children should not have any thing like work, or serious, laid on them; neither their minds, nor bodies will bear it. It injures their healths; and their being forced and tied down to their books in an age at enmity with all such restraint, has, I doubt not, been the reason, why a great many have hated books and learning all their lives after. ’Tis like a surfeit, that leaves an aversion behind not to be removed.  258
  § 150. I have therefore thought, that if play-things were fitted to this purpose, as they are usually to none, contrivances might be made to teach children to read, whilst they thought they were only playing. For example, what if an ivory-ball were made like that of the royal-oak lottery, with thirty two sides, or one rather of twenty four or twenty five sides; and upon several of those sides pasted on an A, upon several others B, on others C, and on others D? I would have you begin with but these four letters, or perhaps only two at first; and when he is perfect in them, then add another; and so on till each side having one letter, there be on it the whole alphabet. This I would have others play with before him, it being as good a sort of play to lay a stake who shall first throw an A or B, as who upon dice shall throw six or seven. This being a play amongst you, tempt him not to it, lest you make it business; for I would not have him understand ’tis any thing but a play of older people, and I doubt not but he will take to it of himself. And that he may have the more reason to think it is a play, that he is sometimes in favour admitted to, when the play is done the ball should be laid up safe out of his reach, that so it may not, by his having it in his keeping at any time, grow stale to him.  259

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