Perfect knowledge in geography, as in most other things, is out of every one’s reach. Nobody knows, _e.g._, all that could be known about Paris. The knowledge its inhabitants have of it is very various, but in all cases this knowledge is far greater than that of a visitor. The visitor’s knowledge again is far greater than that of strangers who have never seen Paris. Nobody, then, can know everything even about Paris; but a child who knows what a large town is, and can fancy to himself a big town called Paris, which is the biggest and most important town in France has some knowledge about it. This must be maintained against Locke. Against the schoolmaster it may be pointed out that making an Eskimo say the words:—“Paris is the capital of France,” would not be giving him any knowledge at all; and the same may be said of many “lessons” in the school-room. If a common sailor were to teach an Eskimo English, he would very likely suppose that when he had taught the sounds “Paris is the capital of France,” he had conveyed to his pupil all the ideas which those sounds suggested to his own mind. A common schoolmaster may fall into a similar error. § 11. In the most celebrated work which has been affected by the _Thoughts_ of Locke, Rousseau’s _Emile_, we find childhood treated in a manner altogether different from youth: the child’s education is mainly physical, and instruction is not given till the age of twelve. Locke’s system on first sight seems very different to this, but there is a deeper connection between the two than is usually observed. We have seen that Locke allowed nothing to be knowledge that was not acquired by the perception of the intellect. But in children the intellectual power is not yet developed; so according to Locke knowledge properly so-called is not within their reach. What then can the educator do for them? He can prepare them for the age of reason in two ways, by caring first for their physical health, second for the formation of good habits. § 12. 1st. On the Continent Locke has always been considered one of the first advocates of physical education, and he does, it is true, give physical education the first place, a feature in his system, which we naturally connect with his study of medicine, and also with the trouble he had all his life with his own health. But care of the body, and especially bodily exercises, were always much thought of in this country, and the main writers on education before Locke, _e.g._, Sir Thos. Elyot, Mulcaster, Milton, were very emphatic about physical training. In the autobiography of Lord Herbert of Cherbury, we may see what attention was paid in Locke’s own century to this part of education.[114] § 13. 2nd. “That, and that only, is educative which moulds forms or modifies the soul or mind.” (Mark Pattison in _New Quarterly Magazine_, January, 1880.)