The Very Rare Second English Edition of Nostradamus' Prophecies
Michel de Nostradamus. The True Prophecies Or
Prognostications Of Michael Nostradamus... London: John
Salusbury, 1685. The Scarce second English edition. Text in English
and French. Folio. a4, b2, c-e4, B-3U4, 3X2. (36), 522 pages. Lacks
portrait (not uncommon). Modern Cambridge binding, gilt spine with
label. Small blind stamp to lower corner of title page. Some
foxing, and light soiling, dampstains at lower margin to several
leaves at end of book, contemporary notes to outer margins, few
pages with light browning, few edge tears, no affect. A nice copy
of the scarce second English edition. From the Krown &
Please visit HA.com/6112 for an extended description of this lot.
Michel de Nostradamus (1503-1566) French apothecary and seer, was known primarily for the almanacs and prognostications forecasting events of the coming year that he published annually from 1550 until his death. The posthumous reputation of Nostradamus rests entirely on his Prophecies, first published in 1555, predicting events over 2000 years into the future.
"In 1672 for the first time this publication was made available in English, the entire text of 'Prophecies' plus translations of the prefaces addressed to Caesar and Henri II. The translator was the sixty-two-year-old Theophilus Garencieres, a French born physician who had taken a degree at Oxford in 1657, in 1665, during the Great Plague of London, in true Nostradamian manner he had already published in English-language book of prescriptions for how to ward off disease. Now Garencieres made Nostradamus available to the general English public for the first time. As part of his introduction to the 'prophecies,' he recalled how during his early seventeenth-century childhood this work was used as a basic French reader in schools - remarkable given the obscurity of many of Nostradamus' expressions, even to those for whom French is their first language." (Nostradamus: The Man Behind the Prophecies, Ian Wilson).
Wing N1400. Chomarat 284. Brunet IV: 105. Lowndes IV: 1708. Sabin 55936. Benazra 254.
"His thought was marked by a ready understanding of, and warm sympathy with, children. Three main thoughts dominate the work. First, the individual aptitudes, capacities, and idiosyncrasies of the child should govern learning, not arbitrary curricular or rote learning taught by the rod. Second, Locke placed the health of the body and the development of a sound character ahead of intellectual learning. In the third place, he saw that play, high spirits, and the 'gamesome humor' natural to children should govern the business of learning wherever possible... His influence on educational thought was enormous and is still very much with us in its fundamental outlook and method." (Encyclopedia of Philosophy).
Wing L2762. Yolton 165-166. Alston 10: 111. Attig 523. ESTC r213714. T. C. II, 467. Pfortzheimer 612. Norman 1381.
Locke, John. Some Thoughts Concerning Education. London: A[wnsham] & J[ohn] Churchill, 1693. 8vo. 170 x 95mm. A4,B-R8,S4. ,262,pp. Modern antiqued paneled spotted calf, title on red moroco label, edges speckled red, old endpapers and pastedowns preserved; some marginal worming G3-N8 [touching a few catchmarks]. Otherwise a fine copy. There has been much discussion of the "states" of the first edition. This copy has the squared ornament on the t.p., the rules are 13mm below the type, and 'patronage' on A3v. "Locke was known to be concerned at the quality of the printing of his writings, and to try to read the sheets before they were finally printed...I think the Churchills completed printing the first edition before Locke had made corrections; that he was so incensed by the errors that he insisted the whole first edition be suppressed, and the barely distinguishable second edition be made."Yolton. This copy has most of the corrections but lacks a few at the fornt of the volume and apparently is made up of some 'mixed' sheets of the first printing. First Edition, 'corrected" issue. "His thought was marked by a ready understanding of, and warm sympathy with, children. Three main thoughts dominate the work. First, the individual aptitudes, capacities, and idosyncrasies of the child should govern learning, not arbitrary curricular or rote learning taught by the rod. Second, Locke placed the health of the body and the development of a sound character ahead of intellectual learning. In the third place, he saw that play, high spirits, and trhe 'gamesome humor' natural to children should govern the business of learning wherever possible...His influence on educational thought was enormous and is still very much with us in its fundamental outlook and method. " Ency. of Philosophy. Wing L2762. Yolton 165-6. Alston 10:111. Attig 523. ESTC r213714. T.C. II,467. Pfortzheimer 612. Norman 1381. Philosophy. Education.
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