作者：洛克,伯克利,休谟
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百年哈佛经典第37卷：17、18世纪英国著名哲学家(英文原版)试读：
INTRODUCTORY NOTE
JOHN LOCKE was born near Bristol, England, on August 29, 1632; and was educated at Westminster School, where Dryden was his contemporary, and at Christ Church, Oxford. Of the discipline then in vogue in either institution, the future educational theorist had no high opinion, as may be gathered from allusions in the present treatise; yet, after taking his master's degree in 1658, he became tutor of his college, and lecturer in Greek and rhetoric. After a visit to the Continent in 1665, as secretary to an embassy, he returned to Oxford and took up the study of medicine. He became attached, as friend and physician, to Lord Ashley, afterward the first Earl of Shaftesbury; and while this nobleman was Lord Chancellor, Locke held the office of Secretary of Presentations.
Shaftesbury went out of office in 1673, and two years later Locke went to France in search of health, supporting himself by acting as tutor to the son of Sir John Banks, and as physician to the wife of the English Ambassador at Paris. In 1679, Shaftesbury, being again in power, recalled Locke to England. He reluctantly obeyed, and remained in attendance on his patron, assisting him in political matters and superintending the education of his grandson, the future author of “Characteristics,” till Shaftesbury's political fortunes finally collapsed, and both men took refuge in Holland.
Locke's first two years in Holland were spent in traveling and in intercourse with scholars; but in 1685 the Dutch Government was asked to deliver him up to the English as a traitor, and he was forced to go into hiding till a pardon was granted by James II in 1686, though there is no evidence of his having been guilty of any crime beyond his friendship with Shaftesbury.
It was not till now, at the age of fifty-four, that Locke began to publish the results of a lifetime of study and thought. An epitome of his great “Essay Concerning Human Understanding” was printed in his friend Le Clerc's “Bibliothèque Universelle,” and the work was finally published in full in 1690. It was from Holland also that he wrote, as advice to a friend on the bringing up of his son, those letters which were later printed as “Thoughts Concerning Education.”
During his exile Locke had come into friendly relations with his future sovereigns, William and Mary; and when the Revolution was accomplished he came back to England with the Princess in 1689. He was offered the Ambassadorship to Prussia, but declined on account of his weak health and because he thought he was not valiant enough in strong drink to be Ambassador at the court of the Elector of Brandenburg; so he stayed at home and published his “Essay.”
The remainder of his life was spent chiefly at the home of his friends, the Cudworths and Mashams, at Oates in Essex. He held the office of Commissioner of Appeals, and was for some years a member of the Council of Trade and Plantations, a position which led to his occupying himself with problems of economics. At Oates he had the opportunity of putting his educational theories into practise in the training of the grandson of his host, and the results confirmed his belief in his methods. He died at Oates, October 27, 1704.
It has been noted that while at school and at the university Locke disapproved the educational methods employed; and this independence of judgment marked him through life. In medicine he denounced the scholasticism which still survived and which in various branches of learning had already been attacked by Bacon and Hobbes; and he advocated the experimental methods adopted by his friend Sydenham, the great physician of the day. In educational theory and method he held advanced opinions, insisting especially on the importance of guarding the formation of habits, and on training in wisdom and virtue rather than on information as the main object of education. Many of his ideas are still among the objects aimed at, rather than achieved, by educational reformers. It will be observed from the following “Thoughts” that they bear the mark of their original purpose, the individual education of a gentleman's son, not the formation of a school system.
But it is as a philosopher that Locke's fame is greatest. He was the ancestor of the English empirical school, and he exercised a profound influence on philosophic thought throughout Europe. Almost all the main lines of the intellectual activity of the eighteenth century in England lead back to Locke, and the skepticism of Hume is the logical development of the principles laid down in the “Essay Concerning Human Understanding.”
DEDICATION
TO EDWARD CLARKE, of Chipley, Esq.SIR:THESE thoughts concerning education, which now come abroad into the world, do of right belong to you, being written several years since for your sake, and are no other than what you have already by you in my letters. I have so little vary'd any thing, but only the order of what was sent you at different times, and on several occasions, that the reader will easily find, in the familiarity and fashion of the stile, that they were rather the private conversation of two friends, than a discourse design'd for publick view.
The importunity of friends is the common apology for publications men are afraid to own themselves forward to. But you know I can truly say, that if some, who having heard of these papers of mine, had not press'd to see them, and afterwards to have them printed, they had lain dormant still in that privacy they were design'd for. But those, whose judgment I defer much to, telling me, that they were persuaded, that this rough draught of mine might be of some use, if made more publick, touch'd upon what will always be very prevalent with me: for I think it every man's indispensable duty, to do all the service he can to his country; and I see not what difference he puts between himself and his cattle, who lives without that thought. This subject is of so great concernment, and a right way of education is of so general advantage, that did I find my abilities answer my wishes, I should not have needed exhortations or importunities from others. However, the meanness of these papers, and my just distrust of them, shall not keep me, by the shame of doing so little, from contributing my mite, when there is no more requir'd of me than my throwing it into the publick receptacle. And if there be any more of their size and notions, who lik'd them so well, that they thought them worth printing, I may flatter myself they will not be lost labour to every body.
I myself have been consulted of late by so many, who profess themselves at a loss how to breed their children, and the early corruption of youth is now become so general a complaint, that he cannot be thought wholly impertinent, who brings the consideration of this matter on the stage, and offers something, if it be but to excite others, or afford matter of correction: for errors in education should be less indulg'd than any. These, like faults in the first concoction, that are never mended in the second or third, carry their afterwards incorrigible taint with them thro' all the parts and stations of life.
I am so far from being conceited of any thing I have here offer'd, that I should not be sorry, even for your sake, if some one abler and fitter for such a task would in a just treatise of education, suited to our English gentry, rectify the mistakes I have made in this; it being much more desirable to me, that young gentlemen should be put into (that which every one ought to be solicitous about) the best way of being form'd and instructed, than that my opinion should be receiv'd concerning it. You will, however, in the mean time bear me witness, that the method here propos'd has had no ordinary effects upon a gentleman's son it was not design'd for. I will not say the good temper of the child did not very much contribute to it; but this I think you and the parents are satisfy'd of, that a contrary usage, according to the ordinary disciplining of children, would not have mended that temper, nor have brought him to be in love with his book, to take a pleasure in learning, and to desire, as he does, to be taught more than those about him think fit always to teach him.
But my business is not to recommend this treatise to you, whose opinion of it I know already; nor it to the world, either by your opinion or patronage. The well educating of their children is so much the duty and concern of parents, and the welfare and prosperity of the nation so much depends on it, that I would have every one lay it seriously to heart; and after having well examin'd and distinguish'd what fancy, custom, or reason advises in the case, set his helping hand to promote every where that way of training up youth, with regard to their several conditions, which is the easiest, shortest, and likeliest to produce virtuous, useful, and able men in their distinct callings; tho' that most to be taken care of is the gentleman's calling. For if those of that rank are by their education once set right, they will quickly bring all the rest into order.
I know not whether I have done more than shewn my good wishes towards it in this short discourse; such as it is, the world now has it, and if there be any thing in it worth their acceptance, they owe their thanks to you for it. My affection to you gave the first rise to it, and I am pleas'd, that I can leave to posterity this mark of the friendship that has been between us. For I know no greater pleasure in this life, nor a better remembrance to be left behind one, than a long continued friendship with an honest, useful, and worthy man, and lover of his country. I am, Sir,Your most humble and most faithful servant,JOHN LOCKE.March 7, 1692. ［i.e. 169 2/3］.SOME THOUGHTS CONCERNONG EDUCATION§1.A SOUND mind in a sound body, is a short, but full description of a happy state in this world. He that has these two, has little more to wish for; and he that wants either of them, will be but little the better for any thing else. Men's happiness or misery is most part of their own making. He, whose mind directs not wisely, will never take the right way; and he, whose body is crazy and feeble, will never be able to advance in it. I confess, there are some men's constitutions of body and mind so vigorous, and well fram'd by nature, that they need not much assistance from others; but by the strength of their natural genius, they are from their cradles carried towards what is excellent; and by the privilege of their happy constitutions, are able to do wonders. But examples of this kind are but few; and I think I may say, that of all the men we meet with, nine parts of ten are what they are, good or evil, useful or not, by their education. 'Tis that which makes the great difference in mankind. The little, or almost insensible impressions on our tender infancies, have very important and lasting consequences: and there 'tis, as in the fountains of some rivers, where a gentle application of the hand turns uhe flexible waters in channels, that make them take quite contrary courses; and by this direction given them at first in the source, they receive different tendencies, and arrive at last at very remote and distant places.
§ 2. I imagine the minds of children as easily turn'd this or that way, as water it self: and though this be the principal part, and our main care should be about the inside, yet the clay-cottage is not to be neglected. I shall therefore begin with the case, and consider first the health of the body, as that which perhaps you may rather expect from that study I have been thought more peculiarly to have apply'd my self to; and that also which will be soonest dispatch'd, as lying, if I guess not amiss, in a very little compass.
§ 3. How necessary health is to our business and happiness; and how requisite a strong constitution, able to endure hardships and fatigue, is to one that will make any figure in the world, is too obvious to need any proof.
§ 4. The consideration I shall here have of health, shall be, not what a physician ought to do with a sick and crazy child; but what the parents, without the help of physick, should do for the preservation and improvement of an healthy, or at least not sickly constitution in their children. And this perhaps might be all dispatch'd in this one short rule, viz. That gentlemen should use their children, as the honest farmers and substantial yeomen do theirs. But because the mothers possibly may think this a little too hard, and the fathers too short, I shall explain my self more particularly; only laying down this as a general and certain observation for the women to consider, viz. That most children's constitutions are either spoil'd, or at least harm'd, by cockering and tenderness.
§ 5. The first thing to be taken care of, is, that children be not too warmly clad or cover'd, winter or summer. The face when we are born, is no less tender than any other part of the body. 'Tis use alone hardens it, and makes it more able to endure the cold. And therefore the Scythian philosopher gave a very significant answer to the Athenian, who wonder'd how he could go naked in frost and snow. How, said the Scythian, can you endure your face expos'd to the sharp winter air? My face is us'd to it, said the Athenian. Think me all face, reply'd the Scythian. Our bodies will endure any thing, that from the beginning they are accustom'd to.
An eminent instance of this, though in the contrary excess of heat, being to our present purpose, to shew what use can do, I shall set down in the author's words, as I meet with it in a late ingenious voyage.
“The heats, says he, are more violent in Malta, than in any “part of Europe: they exceed those of Rome itself, and are “perfectly stifling; and so much the more, because there are “seldom any cooling breezes here. This makes the common “people as black as gypsies: but yet the peasants defy the “sun; they work on in the hottest part of the day, without “intermission, or sheltering themselves from his scorching “rays. This has convinc'd me, that nature can bring itself “to many things, which seem impossible, provided we “accustom ourselves from our infancy. The Malteses do so, “who harden the bodies of their children, and reconcile “them to the heat, by making them go stark naked, without “shirt, drawers, or any thing on their heads, from their “cradles till they are ten years old.”
Give me leave therefore to advise you not to fence too carefully against the cold of this our climate. There are those in England, who wear the same clothes winter and summer, and that without any inconvenience, or more sense of cold than others find. But if the mother will needs have an allowance for frost and snow, for fear of harm, and the father, for fear of censure, be sure let not his winter clothing be too warm: And amongst other things, remember, that when nature has so well covered his head with hair, and strengthen'd it with a year or two's age, that he can run about by day without a cap, it is best that by night a child should also lie without one; there being nothing that more exposes to headaches, colds, catarrhs, coughs, and several other diseases, than keeping the head warm.
§ 6. I have said he here, because the principal aim of my discourse is, how a young gentleman should be brought up from his infancy, which in all things will not so perfectly suit the education of daughters; though where the difference of sex requires different treatment, 'twill be no hard matter to distinguish.
§ 7. I will also advise his feet to be wash'd every day in cold water, and to have his shoes so thin, that they might leak and let in water, whenever he comes near it. Here, I fear I shall have the mistress and maids too against me. One will think it too filthy, and the other perhaps too much pains, to make clean his stockings. But yet truth will have it, that his health is much more worth than all such considerations, and ten times as much more. And he that considers how mischievous and mortal a thing taking wet in the feet is, to those who have been bred nicely, will wish he had, with the poor people's children, gone bare-foot, who, by that means, come to be so reconcil'd by custom to wet in their feet, that they take no more cold or harm by it, than if they were wet in their hands. And what is it, I pray, that makes this great difference between the hands and the feet in others, but only custom? I doubt not, but if a man from his cradle had been always us'd to go bare-foot, whilst his hands were constantly wrapt up in warm mittins, and cover'd with hand-shoes, as the Dutch call gloves; I doubt not, I say, but such a custom would make taking wet in his hands as dangerous to him, as now taking wet in their feet is to great many others. The way to prevent this, is, to have his shoes made so as to leak water, and his feet wash'd constantly every day in cold water. It is recommendable for its cleanliness; but that which I aim at in it, is health; and therefore I limit it not precisely to any time of the day. I have known it us'd every night with very good success, and that all the winter, without the omitting it so much as one night in extreme cold weather; when thick ice cover'd the water, the child bathed his legs and feet in it, though he was of an age not big enough to rub and wipe them himself, and when he began this custom was puling and very tender. But the great end being to harden those parts by a frequent and familiar use of cold water, and thereby to prevent the mischiefs that usually attend accidental taking wet in the feet in those who are bred otherwise, I think it may be left to the prudence and convenience of the parents, to chuse either night or morning. The time I deem indifferent, so the thing be effectually done. The health and hardiness procured by it, would be a good purchase at a much dearer rate. To which if I add the preventing of corns, that to some men would be a very valuable consideration. But begin first in the spring with luke-warm, and so colder and colder every time, till in a few days you come to perfectly cold water, and then continue it so winter and summer. For it is to be observed in this, as in all other alterations from our ordinary way of living, the changes must be made by gentle and insensible degrees; and so we may bring our bodies to any thing, without pain, and without danger.
How fond mothers are like to receive this doctrine, is not hard to foresee. What can it be less, than to murder their tender babes, to use them thus? What! put their feet in cold water in frost and snow, when all one can do is little enough to keep them warm? A little to remove their fears by examples, without which the plainest reason is seldom hearken'd to: Seneca tells us of himself, Ep. 53, and 83, that he used to bathe himself in cold spring-water in the midst of winter. This, if he had not thought it not only tolerable, but healthy too, he would scarce have done, in an exorbitant fortune, that could well have borne the expence of a warm bath, and in an age (for he was then old) that would have excused greater indulgence. If we think his stoical principles led him to this severity, let it be so, that this sect reconciled cold water to his sufferance. What made it agreeable to his health? For that was not impair'd by this hard usage. But what shall we say to Horace, who warm'd not himself with the reputation of any sect, and least of all affected stoical austerities? yet he assures us, he was wont in the winter season to bathe himself in cold water. But, perhaps, Italy will be thought much warmer than England, and the chillness of their waters not to come near ours in winter. If the rivers of Italy are warmer, those of Germany and Poland are much colder, than any in this our country, and yet in these, the Jews, both men and women, bathe all over, at all seasons of the year, without any prejudice to their health. And every one is not apt to believe it is miracle, or any peculiar virtue of St. Winifred's Well, that makes the cold waters of that famous spring do no harm to the tender bodies that bathe in it. Every one is now full of the miracles done by cold baths on decay'd and weak constitutions, for the recovery of health and strength; and therefore they cannot be impracticable or intolerable for the improving and hardening the bodies of those tho are in better circumstances.
If these examples of grown men be not thought yet to reach the case of children, but that they may be judg'd still to be too tender, and unable to bear such usage, let them examine what the Germans of old, and the Irish now, do to them, and they will find, that infants too, as tender as they are thought, may, without any danger, endure bathing, not only of their feet, but of their whole bodies, in cold water. And there are, at this day, ladies in the Highlands of Scotland who use this discipline to their children in the midst of winter, and find that cold water does them no harm, even when there is ice in it.
§ 8. I shall not need here to mention swimming, when he is of an age able to learn, and has any one to teach him. 'Tis that saves many a man's life; and the Romans thought it so necessary, that they rank'd it with letters; and it was the common phrase to mark one ill-educated, and good for nothing, that he had neither learnt to read nor to swim: Nec literas didicit nec natare. But, besides the gaining a skill which may serve him at need, the advantages to health by often bathing in cold water during the heat of summer, are so many, that I think nothing need be said to encourage it; provided this one caution be us'd, that he never go into the water when exercise has at all warm'd him, or left any emotion in his blood or pulse.
§ 9. Another thing that is of great advantage to every one's health,
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