Language an instrument. Object of education 214 Milton for barrack life and Verbal Realism 215 Milton succeeded as man not master 216 He did not advance Science of Education 217 Milton an educator of mankind 218 =Chapter XIII.—Locke. (1632-1704.)= 219-238 Locke’s two main characteristics 220 1st, Truth for itself. 2nd, Reason for Truth 221 Locke’s definition of knowledge 222 Knowing without seeing 223 “Discentem credere oportet” 224 Locke’s “Knowledge” and the schoolmaster’s 225 “Knowledge” in Geography 226 For children, health and habits 227 Everything educative forms habits 228 Confusion about special cases. Wax 229 Locke behind Comenius 230 Humanists, Realists, and Trainers 231 Caution against classifiers 232 Locke and development 233 Was Locke a utilitarian? 234 Utilitarianism defined 235 Locke not utilitarian in education 236 Locke’s Pisgah Vision 237 Science and education. Names of books 238 =Chapter XIV.—Jean-Jacques Rousseau. (1712-1778.)= 239-272 Middle Age system fell in 18th century 240 Do the opposite to the usual 241 Family life. No education before reason 242 Rousseau “neglects” essentials. Lose time 243 Early education negative 244 Childhood the sleep of reason 245 Start from study of the child 246 Rousseau’s paradoxes un-English 247 Man the corrupter. The three educations 248 The aim, living thoroughly 249 Children not small men 250 Schoolmasters’ contempt for childhood 251 Schoolroom rubbish 252