etters
under the title of "Thoughts on Education."

In these letters Locke took an extraordinary course: he first made a
quaint plea for the _general welfare_ of Mr. Clarke's little son. "I
imagine," he wrote, "the minds of children are as easily turned this or
that way as Water itself, 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." Under Health he discussed clothing, including
thin shoes, "that they may leak and let in Water." A pause was then
made to show the benefits of wet feet as against the apparent
disadvantages of filthy stockings and muddy boots; for mothers even in
that time were inclined to consider their floors and steps. Bathing next
received attention. Bathing every day in cold water, Locke regarded as
exceedingly desirable; no exceptions were to be made, even in the case
of a "puleing and tender" child. The beneficial effects of air,
sunlight, the establishment of good conduct, diet, sleep, and "physick"
were all discussed by the doctor and philosopher, before the development
of the mind was touched upon. "Education," he wrote, "concerns itself
with the forming of Children's Minds, giving them that seasoning early,
which shall influence their Lives later." This seasoning referred to the
training of children in matters pertaining to their general government
and to the reverence of parents. For the Puritan population it was
undoubtedly a shock to find Locke interesting himself in, and moreover
advocating, dancing as a part of a child's education; and worst of all,
that he should mention it before their hobby, LEARNING. In this
connection it is worth while to make mention of a favorite primer,
which, published about the middle of the eighteenth century, was
entitled "The Hobby Horse." Locke was quite aware that his method would
be criticised, and therefore took the bull by the horns in the following
manner. He admitted that to put the subject of learning last was a cause
for wonder, "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 about Education, make
it the greater Paradox." An unusual piece of advice it most surely was
to parents to whose c