Page:History of Modern Philosophy (Falckenberg).djvu/202

 rSo LOCKE. good. Subordinate to the legislative power, and to be kept separate from it, come the two executing powers, which are best united in a single hand (the king), viz., the exec- utive power (administrative and judicial), which carries the laws into effect, and the federative power, which defends the community against external foes. The ruler is subject to the law. If the government, through violation of the law, has become unworthy of the power intrusted to it, and has forfeited it, sovereign authority reverts to the source whence it was derived, that is, to the people. The people decides whether its representatives and the monarch have deserved the confidence placed in them, and has the right to depose them, if they exceed their authority. As the sworn obedience (of the subjects) is to the law alone, the ruler who acts contrary to law has lost the right to govern, has put himself in a state of hostility to the people, and revolution becomes merely necessary defense against aggression. Montesquieu made these political ideas of Locke the common property of Europe.* Rousseau did a like serv- ice for Locke's pedagogical views, given in the modest but important Thoughts concerning Education, 1693. The aim of education should not be to instill anything into the pupil, but to develop everything from him ; it should guide and not master him, should develop his capacities in a natural way, should rouse him to independence, not drill him into a scholar. In order to these ends thorough and affectionate consideration of his individuality is requi- site, and private instruction is, therefore, to be preferred to public instruction. Since it is the business of education to make men useful members of society, it must not neglect their physical development. Learning through play and object teaching make the child's task a delight ; modern languages are to be learned more by practice than by sys- tematic study. The chief difference between Locke and Rousseau is that the former sets great value on arousing the sense of esteem, while the latter entirely rejects this as an educational instrument. su Montesquieus Lthre von der Teilung der Gewalten, Berlin dissertation^ Breslau, 1887.
 * Cf. Theod. Pietsch, Ueber das Verhdltniss der politischen Thtoritn Lockes