If we are justified in thinking that the intellectual side of the Renaissance attained its true destiny in the Baconian conception of science and its principles, so we might say with equal validity that the practical genius of the ancient Greeks and Romans blossomed again in Locke in the new soil of Christian consciousness. In spite of his sharing with Bacon a strong intolerance of the prevailing humanistic, classical education, it is evident that he imbibed deeply the spirit of ancient culture. He once admitted that “amongst the _Grecians_ is to be found the original, as it were, and foundation of all that learning which we have in this part of the world,” and “no man,” he held, “can pass for a scholar that is ignorant of the Greek tongue” (7: p. 170). Thus, Sparta’s example of building up a vigorous physique and character in her youth through hard discipline, of inculcating wisdom through free conversation with older people, Pythagoras’s teaching of the harmony of body and soul, Socrates’s fidelity to truth and unbiased attitude of mind, Plato’s exaltation of virtue above all things, Aristotle’s ideal of a perfectly balanced life, regulated by reason, the Roman fidelity, patriotism, and statesmanship,--these together with the true spirit of Christianity flowed into his life and into his philosophy of education. Locke had, like every other reformer, his predecessors, such as Rabelais and Montaigne. But what was in them, mainly mockery and ridicule of the current education, became in Locke more positive and more comprehensive assertion. His philosophy of education was grounded on his new empirical psychology, which was, after Bacon, the next great stimulus to the intellectual activity of the world. With the Montaignean dictum: “A sound mind in a sound body,” Locke begins his Thoughts on Education. This is, he says, “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 anything else” (7: p. 1). For Locke, the art of education was synonymous with the art of hygiene in its broadest sense--i. e., the formation and the maintenance of a healthful life, mental and moral as well as physical. How can we form such a healthful life? His answer is simple: By accustoming ourselves to a healthy mode of living. Habituation is the keynote of his whole pedagogy.