John Locke: Trending quotes (page 7)

Sec. 94
Source: Some Thoughts Concerning Education (1693)
Context: The scene should be gently open'd, and his entrance made step by step, and the dangers pointed out that attend him from several degrees, tempers, designs, and clubs of men. He should be prepared to be shocked by some, and caress'd by others; warned who are like to oppose, who to mislead, who to undermine him, and who to serve him. He should be instructed how to know and distinguish them; where he should let them see, and when dissemble the knowledge of them and their aims and workings.

Sec. 116
Some Thoughts Concerning Education (1693)
Context: All the entertainment and talk of history is nothing almost but fighting and killing: and the honour and renown that is bestowed on conquerers (who for the most part are but the great butchers of mankind) farther mislead growing youth, who by this means come to think slaughter the laudible business of mankind, and the most heroick of virtues. By these steps unnatural cruelty is planted in us; and what humanity abhors, custom reconciles and recommends to us, by laying it in the way to honour. Thus, by fashioning and opinion, that comes to be a pleasure, which in itself neither is, nor can be any.

Sec. 141
Some Thoughts Concerning Education (1693)
Context: The next good quality belonging to a gentleman, is good breeding [manners]. There are two sorts of ill-breeding: the one a sheepish bashfulness, and the other a mis-becoming negligence and disrespect in our carriage; both of which are avoided by duly observing this one rule, not to think meanly of ourselves, and not to think meanly of others.

Sec. 73
Some Thoughts Concerning Education (1693)
Context: None of the things they learn, should ever be made a burthen to them, or impos's on them as a task. Whatever is so proposed, presently becomes irksome; the mind takes an aversion to it, though before it were a thing of delight or indifferency. Let a child but be ordered to whip his top at a certain time every day, whether he has or has not a mind to it; let this be but requir'd of him as a duty, wherein he must spend so many hours morning and afternoon, and see whether he will not soon be weary of any play at this rate. Is it not so with grown men?

Second Treatise of Government, Ch. XVIII, sec. 204
Two Treatises of Government (1689)
Context: To this I answer: That force is to be opposed to nothing, but to unjust and unlawful force. Whoever makes any opposition in any other case, draws on himself a just condemnation, both from God and man…

Sec. 102
Some Thoughts Concerning Education (1693)
Context: Begin therefore betimes nicely to observe your son's temper; and that, when he is under least restraint, in his play, and as he thinks out of your sight. See what are his predominate passions and prevailing inclinations; whether he be fierce or mild, bold or bashful, compassionate or cruel open or reserv'd, &c. For as these are different in him, so are your methods to be different, and your authority must hence take measures to apply itself different ways to him. These native propensities, these prevalencies of constitution, are not to be cur'd by rules, or a direct contest, especially those of them that are the humbler or meaner sort, which proceed from fear, and lowness of spirit: though with art they may be much mended, and turn'd to good purposes. But this be sure, after all is done, the bypass will always hang on that side that nature first plac'd it: And if you carefully observe the characters of his mind, now in the first scenes of his life, you will ever after be able to judge which way his thoughts lean, and what he aims at even hereafter, when, as he grows up, the plot thickens, and he puts on several shapes to act it.

Sec. 94
Some Thoughts Concerning Education (1693)
Context: The scene should be gently open'd, and his entrance made step by step, and the dangers pointed out that attend him from several degrees, tempers, designs, and clubs of men. He should be prepared to be shocked by some, and caress'd by others; warned who are like to oppose, who to mislead, who to undermine him, and who to serve him. He should be instructed how to know and distinguish them; where he should let them see, and when dissemble the knowledge of them and their aims and workings.

Sec. 71; Note: Here Locke quotes Juvenal
Some Thoughts Concerning Education (1693)
Context: He that will have his son have a respect for him and his orders, must himself have a great reverence for his son. Maxima debetur pueris reverentia [The greatest respect is owed to the children].

Sec. 131
Some Thoughts Concerning Education (1693)
Context: Lying... is so ill a quality, and the mother of so many ill ones that spawn from it, and take shelter under it, that a child should be brought up in the greatest abhorrence of it imaginable. It should be always spoke of before him with the utmost detestation, as a quality so wholly inconsistent with the name and character of a gentleman, that no body of any credit can bear the imputation of a lie; a mark that is judg'd in utmost disgrace, which debases a man to the lowest degree of a shameful meanness, and ranks him with the most contemptible part of mankind and the abhorred rascality; and is not to be endured in any one who would converse with people of condition, or have any esteem or reputation in the world.

First Treatise of Government
Two Treatises of Government (1689)
Context: The imagination is always restless and suggests a variety of thoughts, and the will, reason being laid aside, is ready for every extravagant project; and in this State, he that goes farthest out of the way, is thought fittest to lead, and is sure of most followers: And when Fashion hath once Established, what Folly or craft began, Custom makes it Sacred, and 'twill be thought impudence or madness, to contradict or question it. He that will impartially survey the Nations of the World, will find so much of the Governments, Religion, and Manners brought in and continued amongst them by these means, that they will have but little Reverence for the Practices which are in use and credit amongst Men.

Book IV, Ch. 19 : Of Enthusiasm (Chapter added in the fourth edition).
Variant paraphrase, sometimes cited as a direct quote: One unerring mark of the love of truth is not entertaining any proposition with greater assurance than the proofs it is built upon will warrant.
As paraphrased in Peter's Quotations : Ideas for our Time (1979) by Laurence J. Peter, p. 500; also in The Demon-Haunted World : Science as a Candle in the Dark (1994) by Carl Sagan, p. 64
An Essay Concerning Human Understanding (1689)
Context: He that would seriously set upon the search of truth, ought in the first place to prepare his mind with a love of it. For he that loves it not, will not take much pains to get it; nor be much concerned when he misses it. There is nobody in the commonwealth of learning who does not profess himself a lover of truth: and there is not a rational creature that would not take it amiss to be thought otherwise of. And yet, for all this, one may truly say, that there are very few lovers of truth, for truth's sake, even amongst those who persuade themselves that they are so. How a man may know whether he be so in earnest, is worth inquiry: and I think there is one unerring mark of it, viz. The not entertaining any proposition with greater assurance than the proofs it is built upon will warrant. Whoever goes beyond this measure of assent, it is plain receives not the truth in the love of it; loves not truth for truth's sake, but for some other bye-end.

Sec. 145
Some Thoughts Concerning Education (1693)
Context: There cannot be a greater rudeness, than to interrupt another in the current of his discourse... To which, if there be added, as is usual, a correcting of any mistake, or a contradiction of what has been said, it is a mark of yet greater pride and self-conceitedness, when we thus intrude our selves for teachers, and take upon us either to set another right in his story, or shew the mistakes of his judgement.

Source: An Essay Concerning Human Understanding (1689), Book IV, Ch. 3, sec. 22

Second Treatise of Government, Ch. VI, sec. 57
Two Treatises of Government (1689)
Context: The end of law is not to abolish or restrain, but to preserve and enlarge freedom. For in all the states of created beings, capable of laws, where there is no law there is no freedom.

Sec. 1
Some Thoughts Concerning Education (1693)

Book IV, Ch. 7
An Essay Concerning Human Understanding (1689)
Context: False and doubtful positions, relied upon as unquestionable maxims, keep those who build on them in the dark from truth. Such are usually the prejudices imbibed from education, party, reverence, fashion, interest, et cetera.

Book 1, Ch. 3, sec. 3
An Essay Concerning Human Understanding (1689)
Variant: The actions of men are the best interpreters of their thoughts.