rawing,
geography, and the mother tongue are mastered, Locke, like Montaigne,
would teach the language of nearest neighbors, and then Latin. Even the
Latin tongue should be learned through use, rather than by rules of
grammar and by memorizing the works of classic authors.

While his system of education was planned for sons of gentlemen, Locke
urged the establishment of "working schools" for children of the
laboring classes. This was in line with his utilitarian ideas, as the
intent was not so much intellectual training, as the formation of steady
habits and the preparation for success in industrial pursuits. Locke's
plan was for a sort of manual training school, the first appearance of
such a project in history.

Locke did not believe in universal education, nor in the public school.
Only gentlemen were provided for in his formal scheme, and herein he
followed the path marked out by Alfred the Great eight hundred years
before, which England has not completely forsaken to this day. Since he
had done all his teaching as a private tutor in the family of a
gentleman, one can easily understand his advocacy of that form of
instruction for the favored few. Locke's teachings in this respect are
gradually losing their hold even in England, the most conservative of
all countries in educational matters, and the latest great nation to
accept the principle of universal education. During the last quarter of
a century England has been earnestly seeking to give every child,
whether of gentle or of humble birth, rich or poor, what his birthright
demands,--a good common school education.

The influence of Locke upon education, then, has been very great.
Williams remarks that "he inspired Rousseau with nearly every valuable
thought which appears in the brilliant pages of his 'Emile.' He seems
himself to have derived some of his most characteristic ideas from
Montaigne, and possibly also from Rabelais."[110] Although Locke
differed from other educational reformers in many respects, though he
was somewhat narrow in his conception of education, owing to his
environment, he opposed the dry formalism that characterized the
educational practice of his time, and sought to emancipate man both
intellectually and physically.

FENELON (1651-1715)

Fenelon was born of noble parents in the province of Perigord, France.
During his early years his father attended very carefully to his
education, and later his uncle, the Marquis de Fenelon, beca