When Locke began writing the letters that would eventually become Some Thoughts on Education, he was addressing an aristocrat, but the final text appeals to a much wider audience.[43] For example, Locke writes: "I place Vertue [sic] as the first and most necessary of those Endowments, that belong to a Man or a Gentleman."[44] James Axtell, who edited the most comprehensive edition of Locke's educational writings, has explained that although "he was writing for this small class, this does not preclude the possibility that many of the things he said about education, especially its main principles, were equally applicable to all children" (Axtell's emphasis).[45] This was a contemporary view as well; Pierre Coste, in his introduction in the first French edition in 1695, wrote, "it is certain that this Work was particularly designed for the education of Gentlemen: but this does not prevent its serving also for the education of all sorts of Children, of whatever class they are."[46]
While it is possible to apply Locke's general principles of education to all children, and contemporaries such as Coste certainly did so, Locke himself, despite statements that may imply the contrary, believed that Some Thoughts applied only to the wealthy and the middle-class (or as they would have been referred to at the time, the "middling sorts"). One of Locke's conclusions in Some Thoughts Concerning Education is that he "think[s] a Prince, a Nobleman, and an ordinary Gentleman's Son, should have different Ways of Breeding."[47] As Peter Gay writes, "[i]t never occurred to him that every child should be educated or that all those to be educated should be educated alike. Locke believed that until the school system was reformed, a gentleman ought to have his son trained at home by a tutor. As for the poor, they do not appear in Locke's little book at all."[48]
In his "Essay on the Poor Law," Locke turns to the education of the poor; he laments that "the children of labouring people are an ordinary burden to the parish, and are usually maintained in idleness, so that their labour also is generally lost to the public till they are 12 or 14 years old."[49] He suggests, therefore, that "working schools" be set up in each parish in England for poor children so that they will be "from infancy [three years old] inured to work."[50] He goes on to outline the economics of these schools, arguing not only that they will be profitable for the parish, but also that they will instill a good work ethic in the children.[51]
