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 Montaigne, the education of children: 
 
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 Volume XL VI 
 
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 THE EDUCATION OF CHILDRE]^ 
 
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Copyright, 1899, 
 By D. APPLETON AND COMPANY. 
 
 I 
 Elbcteottped akd Pbinted 
 at the appleton press, u. s. a. 
 
EDITOR'S PREFACE. 
 
 The significance of Montaigne lies chiefly 
 ! in his protest against pedantry. Learning is a 
 good thing when what is learned consists of the 
 wisdom of the past, and when what is learned is 
 assimilated and made useful to solve the prob- 
 lems that press for a solution in our own age. 
 An undigested accumulation_of scraps^ of learn- 
 ing is not of practical use. It never helps the 
 scholar to think nor enables him to act, nor to 
 guide the action of others. 
 
 The accumulation of knowledge that is not 
 systematized in itself nor applied to the solu- 
 tion of practical problems is to be shumied. 
 The display of such knowledge is p^aircry. ^j» 
 
 It is true, however, that man vdthout any 
 knowledge of the development of his race re- 
 mains at the bottom of the ladder which his 
 ancestors have built for him. He can not enter 
 into the heritage of what his ancestors have 
 discovered for him by painful experience. 
 Ancient literatures are full of know-ledge of 
 
i-y THE EDUCATION OP CHILDKEN. 
 
 human nature, and they show methods of avoid- 
 ing errors. But for him — ^the illiterate man — 
 their solutions do not exist. All the more 
 must he follow the customs and usages of his 
 parents and neighbours. Not knowing the ori- 
 gin of these customs he must observe supersti- 
 tiously all the punctilios without variation. 
 He can not make adaptations of his knowledge 
 to the actual conditions of his work. But the 
 man of science can reconstmct his manners and 
 customs, modifying ihem^ to suit circumstances. 
 For he can follow the spirit of the accumulated 
 wisdom. He can understand principles, and is 
 far more practical thaii the man who merely 
 knows thie use and wont of his time. 
 „— - Learning , then, is a prime necessity. The 
 danger of an accumulation of useless learning 
 and of a pedantic display of it is a secondary 
 matter, and must always remain secondary. 
 But although secondary it is a very pathetic 
 circumstance connected with education. Yet it 
 is more pathetic to see human beings entirely 
 deprived of a share of the knowledge of liter- 
 ature and science and experience of human life. 
 To see the remedy for darkness so managed as 
 to create no life in the soul — to see wisdom 
 turned into pedantry — is the next most pathetic 
 thing in education. 
 
■ EDITOR'S PREFACE. V 
 
 The educational reformer in his indignation 
 forgets that there are some sturdy souls among 
 the pupils who can find nourishment in the 
 driest and dullest scholastic presentation. The 
 school justifies itself by its use to these sturdy 
 souls who nourish their originality upon the 
 erudition which quite crushes out the self-ac- 
 tivity of their feebler fellow-pupils. 
 
 One may sum up the literature of the edu-i 
 ^cational reformers by saying that it condemns 
 the existing system of education because its, 
 methods are calculated to cram the pupil's 
 memory instead of educating his judgment, and 
 to teach artificial formalities instead of naturah 
 modes of action, and, besides, are careless of 
 his physical well-being and of his usefulness to 
 his environment. These reformers, in fact, get 
 so impatient Avith the faults in method of 
 instruction that they one and all condemn, in 
 moments of excitement, the learning which the 
 schools profess to teach. Even if it is the wis- 
 dom of the race, they pronounce it useless to 
 the pupil. 
 
 In dealing with the parts of this problem 
 Eabelais laid stress on comparing and verifying 
 ancient knowledge by applying it to the ob- 
 jects of one's experience. Montaigne attacked 
 pedantry. Comenius sought to unite the pu- 
 
yi THE EDUCATION OP CHILDREN. 
 
 pil's practical activity with his theoretical: 
 " Learn to do by doing." Locke laid particular 
 stress on the health of the body, and he placed 
 in the foreground the cultivation of sense-per- 
 ception. Rouss^eau-wishedr^e-d^-affia^LVpith^all. 
 artificial mann ers_ and customs an d-^etara, to 
 what he called a state of na ture. Pestalozzi 
 fo.llowed Locke in accentuating the importance 
 of sense-perception. Friedrich Froebel carried 
 the doctrine of self-activity to the minutest de- 
 tails of education, making the child begin at the 
 very first with assimilating what is taught him, 
 and making him rediscover by his own investi- 
 gation the successive steps of learning. 
 
 jyCo ntaigne sta nds for very much jnqre as a 
 literary man than as an educational jceformer. 
 He is called by Emerson in his Representative 
 Men "The Sceptic." By "sceptic" he means 
 that Monta igne recognizes the^od of the ex- 
 isting order, but^ at the same time sees the 
 objections to it. "Scepticism is the attitude 
 assumed by the student in relation to the par- 
 ticulars which society adores, but which he 
 sees to be reverend only in their tendency and 
 spirit." 
 
 Montaigne's motto is, What do I know? — 
 Quisgmsje? He d isparage s memory and says 
 haJsE things about words, preferring things to 
 
EDITOR'S PREFACE. ^y 
 
 words. In his protest he goes so far as to de- 
 spise civilization and prefer a condition of war, 
 such as we find among bai-barous nations, to 
 arts and letters. He praises the Spartans over 
 the Athenians. While he condemns books and 
 words and learning, he gives us in his essays 
 one of the most remarkable examples of the 
 scholarly use of learning. But he carries his 
 habit of quoting from classical writers to the 
 extreme. In fact, according to our recent 
 standards of literary style, his quotations are 
 so numerous that they make his style pedantic. 
 Like all educational reformers, he not only 
 attacks the methods of education which do not/ 
 develop the pupil's self-activity, but he con-/ 
 demns, as before said, books and learning, arts' 
 and letters themselves. It always amuses one 
 to see a man declaiming against books by writ- 
 ing a new book in order to condemn books. 
 Education ought^ to teach the pupil how to es- 
 cape the slavery to booksaud the slavery to 
 authority and custom. The pupil should be 
 educated above ^I blind obedience to wEat is J 
 prescribed by external authority. But all edu- 
 cation deals with prescription, on the one hand, 
 and hence as soon as education begins to edu- 
 cate it begins to set the pupil to the serious 
 task of learning what others have taught. Of 
 
viii THE EDUCATION OF CHILDREN. 
 
 course, too, we shall find, if we seize the process 
 of education as it is going on, that the pupil 
 in his effort to master the wisdom of others 
 holds in his mind scraps of this wisdom in all 
 degrees of assimilation. Some of it he already 
 understands very well, and has made it his own. 
 He can think with it, act with it, and solve the 
 problem of life with it. Other material he has 
 not quite grasped, although he has considerable 
 insight into it. Still other parts of what he 
 is learning are in a state of being seized upon 
 by his mind. He finds them expressed in words. 
 He has seized the words and is trying to put 
 meaning into them, but has not yet succeeded. 
 The stomach of the feeding animal contains 
 elements of food in all stages of the process of 
 digestion. It is easy to condemn the work of 
 the school by discovering and describing that 
 part of it which is in the process of seizing 
 the words, and which has not yet been elab- 
 orated by the pupil suflBciently to convert it 
 into thought and action. The good school, 
 alike with the poor school, would suffer by such 
 a method of criticism. Much harm is done by 
 this indiscriminate condemnation of the work 
 of the school and by the wholesale charge of 
 pedantry based upon that part of its studies 
 which is contained in the beginning of the pro- 
 
EDITOR'S PREFACE. ix 
 
 cess, and not in its later stages or the com- 
 pleted result. 
 
 Doubtless schools fail so often in taking 
 their pupils beyond this initiatory process in 
 which they get the words but do not yet mas- 
 ter their meaning, nor see their application to 
 thought and action, that this wholesale criti- 
 cism has a strong case. For the actual work 
 of teaching, making as its main object the in- 
 struction of the pupil in a branch of learning — 
 leading him to its mastery, first, by the seizing 
 of the words and discovering their meaning, and 
 finally making a practical application of them, 
 may injure the pupil's health, may overload his 
 memory, or cause him to be careless in the use 
 of his sense-perception. It may overwork or un- 
 derwork any phase of the body or of the mind. 
 It is in his effort to startle the educatorand arouse 
 him to the importance of avoiding these errors 
 that Montaigne sometimes attacks knowledge 
 itself, and even the desire for mental cultivation. 
 
 Ignorance is often betrayed regarding the 
 value of learning to know language by eye as 
 well as by ear. Skilful and accurate thinking 
 comes from a knowledge of language addressed 
 to the eye in the form of printed or written 
 words. A knowledge of language by the ear 
 does not extend much beyond the colloquial 
 
X THE EDUCATION OF CHILDREN. 
 
 vocabulary, and is insufficient for the expression 
 of accurate observation or scientific thought. 
 And yet while a tirade is made against let- 
 ters in one place, in another place the reformer 
 inconsistently betrays his great respect for a 
 speaking and writing knowledge of Latin. 
 Does not Montaigne himself pride himself on 
 the method of instruction which his father gave 
 him, by which he learned to speak Latin from 
 his tutor even in infancy ? 
 
 Eabelais, too, makes Cicero his ideal model 
 of learning, and requires his pupil to be so 
 well acquainted with Cicero's Latin that he 
 expresses himself with proper gestures, dis- 
 tinct pronunciation, persuasive voice, and in 
 Ciceronian Latin. 
 
 Rabelais's idea of a course of instruction 
 for his giant pupil requires him first of all 
 to learn the languages perfectly — Greek, Latin, 
 Hebrew, Chaldee, and Arabic. He wishes the 
 pupil to form his style on the Greek of Plato 
 and his Latin style on Cicero. Besides these 
 languages he prescribes history and geography, 
 geometry, arithmetic, music, and astronomy. 
 He wishes him to master the civil law, and to 
 know botany, zoology, and mineralogy, besides 
 the Greek and Arabian medical lore, and the 
 Talmud and Cabala, 
 
EDITOR'S PREFACE. xi 
 
 Montaigne in another place attacks poetry, 
 apparently seeing only some of its superficial 
 influences upon the mind. He does not see, as 
 the theory of education in our days sees, that 
 the great poets are the great revealers of hu- 
 man nature, and that they understand the mo- 
 tives of human action and give the pupil who 
 reads their great works of art the most valu-, 
 able of all knowledge — namely, a knowledge 
 of human nature. 
 
 ''' Montaigne is a tonic or a sort of corrective 
 against pedantry. But he is confused in his 
 judgments as to what is really valuable in 
 education. ' In fact he dOe^ not see the real 
 province of the school. His preference of the 
 Spartans to the Athenians, of the savage tribe 
 to the civilized nation, and of Plutarch to the 
 great national poets, all show this. And yet 
 he does not overestimate the value of Plutarch ; 
 he simply underestimates the value of the na- 
 tional poetry. 
 
 In her admirable "Story of a Short Life" 
 Mrs. Horatio Ewing shows how a lame soul 
 may be cured. No one of Montaigne's essays 
 could bring such a lesson to a lame soul ; though 
 his maxims are a sovereign cure for pedantry 
 and useless knowledge. But when he decries 
 knowledge__and^ praises accomplishments he 
 
xii THE EDUCATION OP CHILDREN. 
 
 overestimates skill in the management of par- 
 ticular things. Goethe's maxim should be re- 
 membered as far saner than Montaigne's: 
 " Baked bread is good and sufficient for the day, 
 but seed com should not be ground." Perhaps, 
 however, Goethe borrowed from Montaigne or 
 Kabelais his idea that the most important 
 species of education is that which takes place 
 by means of error. He says that it is not the 
 part of the teacher to hold the child back from 
 error, but to teach him by means of his error. 
 To have the child learn by error seems to re- 
 semble that doctrine which has become quite 
 popular within the last few years — ^namely, 
 to have the child pass through the culture 
 epochs of the human race in his common- 
 school course. It is obvious, moreover, that 
 the method must be used very sparingly, and 
 the unseen providence of the teacher must 
 watch over the pupil and prevent fatal mis- 
 takes. 
 
 Montaigne, then, will be read with most 
 profit by those teachers whose chief fault is 
 pedantry — who, in short, are satisfied best when 
 their pupils learn the most by what is called the 
 cramming process. It is necessary, however, to 
 caution that class of teachers against the relia- 
 bility of Montaigne's opinions on historic events 
 
EDITOR'S PREFACE. xiii 
 
 and characters. For although Montaigne de- 
 claims furiously against pedantry, yet perhaps 
 the majority of his judgments have no other 
 than a pedantic basis. For example, he bor- 
 rows Cicero's opinion of Caesar's ambition. It 
 is a view of Caesar which has been a favourite of 
 the schoolmasters of all times. But it is ped- 
 antry not to see the great and serious deed of 
 Caesar, who strove to give the freedom of Ro- 
 man law to the peoples of the world living out- 
 side of Italy. Caesar inaugurated the modern 
 world by bringing the neighbouring nations of 
 Europe within the Roman Empire and putting 
 them to school to learn Roman law and civil 
 rights. The Roman republic stood directly 
 across the path to this great step in world 
 history. 
 
 The selfish aristocracy of the Roman senate, 
 whose ideal of government was to place the 
 foot of their tyranny on the neck of the human 
 race, had to be displaced by a one-man power, 
 which made itself strong by the armies in the 
 field and which looked toward a wise adminis- 
 tration of distant provinces rather than toward 
 a selfish oppression of those provinces for the 
 benefit of the people of Italy. The Roman 
 senate would not permit foreign provinces to 
 be managed for their own good. It was Caesar 
 
xiv THE EDUCATION OP CHILDEEN. 
 
 and not the Koman senate who worked for the 
 freedom of the world. But Cicero could not 
 see this, nor do the Ciceronian disciples found 
 among our modem schoolmasters. 
 
 W. T. Haeeis. 
 
 Washington, D. C, June 10, 1899. 
 
AUTHOR'S PREFACE. 
 
 Compate:]^, in his Histoire de la Pedagogie, 
 says that before pretending to surpass the the- 
 ories of Erasmus, Rabelais, and Montaigne, we 
 of this day should rather attempt to overtake 
 them and to equal them in most of their peda- 
 gogical precepts. " Montaigne may be said to 
 have founded a school of thinkers on the sub- 
 ject of education, of which Locke and Rous- 
 seau were afterward the great exponents," is 
 the opinion of Mr. Quick in his Educational 
 Reformers. Notwithstanding Montaigne's un- 
 doubted influence and the fact that Essays 
 XXIV and XXV of the First Book have be- 
 come classical in education, we have yet to 
 record one more proof that " all books on edu- 
 cation are printed in Germaa." Reimer's 
 Michael von Montaigne: Ansichten liber die 
 Erziehung der Kinder, in the Padagogische 
 Bibliothek, has remained a challenge for Eng- 
 lish and American educators since 1875. 
 
 In making my translation I have followed 
 
xvi THE EDUCATION OP CHILDB.EN. 
 
 the edition of Courbet and Royer (5 vols., Paris, 
 1873-91), based upon the variorum edition of 
 1854 (Paris, 4 vols.). Wherever possible the 
 translation has been compared with the text 
 of the original edition of 1580, vrhich consisted 
 of the first two books only. I have not hesi- 
 tated, however, to use the rendering of the 
 1603 Florio, and of the 1842 Cotton, when- 
 ever such rendering seemed preferable to my 
 own. To the latter especially am I indebted 
 for the metrical translation of many of the 
 numerous quotations. 
 
 The English i-eader, who desires a more de- 
 tailed account of Montaigne's life than I have 
 giEgn^Ja^ferred to Bayle St. John's delight- 
 ful Montaigne the Essayist (London, 1858). 
 The French reader will find vast stores of in- 
 formation in the exhaustive studies of M. 
 Griin and Dr. Payen. 
 
 Perhaps it should be here stated that in 
 1893 Dr. MacAlister " set out to edit vrith in- 
 troduction and notes such portions of Mon- 
 taigne's Essays as relates to education." Pres- 
 sure of other duties compelled Dr. MacAlister 
 to defer the work, but it is needless to say that 
 no one will welcome his Montaigne more cor- 
 dially than the editor of the present volume. 
 
 L, E. Rectoe. 
 
CONTENTS, 
 
 PAQB 
 
 Editor's Preface iii-xiv 
 
 Author's Preface xv, xvi 
 
 Contents . xvii 
 
 Topical Analysis xix-xxiii 
 
 Introduction 1-18 
 
 Biographical 1-6 
 
 Critical 7-13 
 
 Montaigne, Locke, and Rousseau .... 13-17 
 Some modern educational ideas anticipated by Montaigne 18 
 
 Translations 19-153 
 
 Of the education of children, Book i, chapter xxv . 19-85 
 Of pedantry. Book i, chapter xxiy .... 86-109 
 Of the affection of fathers to their children. Book ii, 
 
 chapter viii 110-130 
 
 Of liars, Book i, chapter ix 121, 123 
 
 Book ii, chapter xviii 123, 123 
 
 Of habit, Book i, chapter xxii 124-126 
 
 Of presumption, Book ii, chapter xvii . . . 137-129 
 Of physiognomy, Book iii, chapter xii ... 130-133 
 
 Of anger, Book ii, chapter xxxi 134-137 
 
 Of the art of conversation. Book iii, chapter viii . 138-140 
 
 Of idleness. Book i, chapter viii 141, 143 
 
 Of experience. Book iii, chapter xiii .... 143-146 
 History, Book ii, chapter x ; i, xvi ; i, xx . . . 147-153 
 
 Notes 153-170 
 
 Index of Names 171-178 
 
 General Index 179-191 
 
 xvii 
 
TOPICAL ANALYSIS. 
 
 Introduction — Biographical 
 
 Montaigne born at Perigord, 1533 
 
 Importance of his family 
 
 Pierre Byquem and his ideas of education . 
 
 Early influences from Italy, Pau, and from Rabelais 
 
 Leayes college and studies law .... 
 
 Becomes conseiller, 1557 ; mayor 1581 
 
 Forms friendship with Bstienne de la Boetie 
 
 Marriage in 1565 
 
 Travels in Italy, Switzerland, and Germany 
 
 Translates Sebonde's Theologia Naturalis . 
 
 Montaigne's attitude on the subject of religion . 
 
 Montaigne's last days and death in 1593 . 
 Introduction — Critical 
 
 Requirements of modern education . 
 
 Montaigne's relation to these requirements 
 
 Narrowing eflEect of teaching .... 
 
 Life versus systems 
 
 Montaigne's denunciation of inflexibility . 
 
 Every age presents panaceas for ills of mankind 
 
 Montaigne's order of studies .... 
 
 Decoration of schoolrooms anticipated by Montaigne 
 
 Relation of method to instruction 
 
 Montaigne places emphasis upon individuality . 
 Introduction — Montaigne, Locke, and Rousseau . 
 
 Montaigne charged with lacking in originality . 
 
 Montaigne first to develop educational ideas 
 
 Coste and Quick admit Locke's debt to Montaigne 
 
 PAGB 
 
 1-6 
 
 1 
 
 1 
 
 3 
 
 2 
 
 2 
 
 3 
 
 3 
 
 4 
 
 4 
 
 4 
 
 5 
 
 6 
 
 7-12 
 
 7 
 
 7,8 
 
 8 
 
 9 
 
 9 
 
 10 
 
 11 
 
 11 
 
 11 
 
 13 
 
 18-17 
 
 13 
 
 13 
 
 13 
 
 10. 
 
XX THE EDUCATION OF CHILDKEN. 
 
 FAGB 
 
 Dependence of Locke and Eousseau upon Montaigne shown 
 under following points : 
 
 1. Choice of tutor 15 
 
 2. Use of motor side in educational games ... 15 
 
 -• 5. Train for practical life 17 
 
 -"6. Importance of history 17 
 
 7. Character most important 17 
 
 3. Importance of physical training 16 
 
 •^4. Condemns harsh methods — school life should be 
 
 made pleasant 16 
 
 Of the education of children 19-85 
 
 Montaigne's intellectual limitations 19 
 
 His opinions coincide with those of other writers . . 31 
 
 Chrysippus and Epicurus compared 23 
 
 Quotations often bring out an author's weakness . . 23 
 
 •^ Montaigne introduces his subject of education ... 24 
 
 Relation of children's early inclinations to their education 24— 
 
 Education of especial value to those of noble birth . . 26 
 
 Choice of tutor all-important 27 
 
 Child study 29 
 
 ■^ Individual teaching favoured 29 
 
 Apperception and Herbartian co-ordination ... 29 
 
 Dogmatism illustrated .... ... 30 
 
 Pupil's own judgment should be cultivated ... 31 
 
 Borrowed matter to be assimilated 33 
 
 Apperception not mere memorizing 33 
 
 ^Travel of great importance 34 
 
 Parents should not spoil their children .... 35 
 
 Importance of physical training 36 
 
 Home influence often interferes with the child's training . 37 
 
 " Children should be seen, not heard " .... 37 
 
 Only great minds should assume unusual privileges . . 38 
 
 Train pupils to be fair in argument 39 
 
 Patriotism inculcated 39 
 
 Errors should be frankly acknowledged .... 40 
 
 General observation of great value 41 
 
 • Scope of history .42 
 
 ^Broadening influence of travel 44 
 
 •yrhe world the best text-book 46 
 
TOPICAL ANALYSIS. 
 
 XXi 
 
 Pythagoras compares life to the Olympic games 
 
 Relation of philosophical examples to life . 
 
 Train for practical life 
 
 Useless knowledge 
 
 Method of instruction 
 
 Study should not be made difficult 
 
 The practice of virtue is pleasurable . 
 
 Office of true virtue 
 
 lOhildren to be educated according to their ability 
 
 Philosophy adapted to early instruction . 
 
 Aristotle's training of Alexander 
 
 Danger of too much book study , '. . . 
 
 Philosophy in its relaiica to life the chief study 
 •The whole man should be trained 
 
 Study to be made pleasant, but effeminacy avoided 
 
 College discipline too rigorous .... 
 
 Mak&jpchool life pleasant 
 
 Singularity of manners to be avoided . 
 
 Cultivate adaptability 
 
 iiearn to live 
 
 *' Actions speak louder than words " . 
 4'edantry ridiculed 
 
 Things before words 
 
 Invention the test of true poetry 
 
 Sophistical subtleties unworthy of serious attention 
 
 Style and matter should harmonize . 
 
 Avoid affectation in dress and language . 
 
 Imitation of words easy, of thoughts difBcult . 
 
 Vernacular first 
 
 Montaigne's early education .... 
 
 Use of motor side 
 
 Montaigne's disposition accounts for partial failure of 
 
 educational scheme 
 
 The tale the best literature for children 
 
 Montaigne's inaction 
 
 Montaigne approves of the stage 
 
 Learning should be made alluring and permanent 
 
 Of pedantry 
 
 Pedantry despised by ancients and moderns 
 
 this 
 
xxii THE EDUCATION OF CHILDREN. 
 
 PAGE 
 
 Ability versus mere learning and material circumstances . 88 
 
 Ancient and modern pedants contrasted .... 89 
 
 True philosophers are great in action 90 
 
 Some philosophers who refused public office ... 90 
 
 ^he b^.tter lea rned preferable to the more learned . . 91 
 
 -Pedants neglect moral training 92 
 
 Pupils no better than the pedants 93 
 
 Buying brains 94 
 
 No learmn g of use but what we make our own ... 95 
 
 Schools furnish children with little real knowledge . . 96 
 
 Pretenders to learning 97 
 
 A pedant ridiculed 98 
 
 Pedants have little judgment 99 
 
 Women require little learning 101 
 
 Some more fit for business than for the pursuit of knowl- 
 edge . . . , 102 
 
 people may apply learning to evil 103 
 
 Persian system of education 104 
 
 Cyrus whipped for an unjust decision .... 105 
 
 Athenian and Spartan systems of education contrasted . 106 
 
 The least learned nation the most warlike .... 108 
 
 Of the affection of fathers to their children . . . 110-120 
 Montaigne considers his subject unique . . . .110 
 
 Madame D'Estissac extolled as a good mother . . . Ill 
 
 Gratitude due her from her son Ill 
 
 Paternal affection is greater than filial .... 112 
 
 Children's rights 113 
 
 A father should be respected for himself, not for his money 115 
 
 Physical violence condemned 116 
 
 Parents and children should be friends .... 117 
 
 Mistake of Marshal de Montluc 118 
 
 Children should be somewhat familiar with their parents 120 
 
 Of liars 121-123 
 
 Children should be trained to speak the truth . ' . . 121 
 
 Falsehood the beginning of corruption .... 122 
 
 A lie is contemptible 123 
 
 Of habit 124-126 
 
 Plato on habit 134 
 
 Parents to blame for not correcting childish vices . . 124 
 
TOPICAL ANALYSIS. xxiii 
 
 PAGE 
 
 Plays of children of great importance .... 125 
 
 Of presumption 137-129 
 
 Formal education condemned 127 
 
 Every one susceptible to instruction 128 
 
 Education reformatory 128 
 
 Vernacular suited to philosophy 129 
 
 Of physiognomy 130-133 
 
 Simplicity commended 130 
 
 Intemperance in letters 131 
 
 Little learning needed to live well 132 
 
 Of anger 134-137 
 
 Children should be educated by the State .... 134 
 Parents who punish their children often injure them . 135 
 Auger perverts justice 136 
 
 The art of conversation 138-140 
 
 Learning does not teach effective expression . . . 138 
 Knowledge useless which does not improve the mind . 139 
 
 Of idleness 141-142 
 
 Mind requires occupation 141 
 
 Of experience 143-146 
 
 Go back to Nature for wisdom 143 
 
 Children should be trained to like ordinary things . . 144 
 Children should not be brought up in luxury . . . 145 
 
 History 147-152 
 
 History best taught by biography 147 
 
 Plutarch 147 
 
 CsDsar 148 
 
 Classes of historians — Proissart 149 
 
 An eye-witness the best historian 150 
 
 Value of history relative to the author . . . .151 
 Clergymen and philosophers should not write history . 152 
 
MONTAIGNE'S VIEWS ON 
 THE EDUCATION. OF CHILDREN. 
 
 INTEODUCTION. 
 
 BIOGRAPHICAL. 
 
 Michel Eyquem, lord of Montaigne, was 
 born in Perigord, a province of Guyenne, in 
 1533. His family was an important one in 
 western France, and Montaigne had good rea- 
 son to be proud of his lineage. As far back as 
 the time of the Black Prince we find Eyquem 
 mentioned, and it is not an uncommon name 
 in France even at present. This consideration 
 of family is of interest to the student of edu- 
 cation only in so far as it serves to throw light 
 on Montaigne's own character and educational 
 ^opinions. Li ke Joh n Locke, he ne ver for a 
 moment ceased to remember that he belonged 
 to a privileged class. 
 
 An account of the early life and training of 
 Montaigne may be found in the essay Con- 
 cerning the Education of Children (page 77 
 et seq.). This experiment in education had 
 
2 THE EDUCATION OF CHILDREN. 
 
 its origin in a peculiar combination of cir- 
 cumstances. The father, Pierre Eyquem, vis- 
 ited Florence and Eome in his fighting days, 
 during what the French call the discovery of 
 Italy, and received a strong intellectual im- 
 pulse. At this time, also, Marguerite de Na- 
 varre was at Pau, the centre of a little court 
 of learned, wise, and imaginative men. Many 
 of these scholars, on their way to and from 
 Paris, were entertained at Montaigne, and dis- 
 coursed with the lord of the castle opinions 
 literary, political, and educational. One other 
 influence must be considered — E.abelais's Chro- 
 nique Gargantuine was given to the world in 
 1532, the Pantagruel a few months later. 
 These three streams of influence emanating 
 from Italy, Pau, and from the Comic Homer, 
 produced theories ready to be poured upon 
 the boy bom in 1533. They overflowed upon 
 the early treatment of Henry IV and others of 
 this period — so full of thirst for novelty — as is 
 shown by biographies of noted men living dur- 
 ing the latter part of the sixteenth century. 
 
 Soon after leaving college, at the early age 
 of thirteen, Montaigne tells us he was plunged 
 over head and ears in law. Where he studied, 
 and for what period, is left to conjecture. His 
 father had been an important member of the 
 
INTRODUCTION. 3 
 
 government of Bordeaux, and was anxious that 
 his son should wear the red robe of conaeiller 
 to the parliament of that city. The essayist 
 attained the honour in 1557, and in 1581 was 
 even elected mayor. Notwithstanding these 
 positions, Montaigne never showed any great 
 proficiency as a legal student, nor was he re- 
 markable in any way as an executive. The 
 experience, however, served to broaden the man 
 of the world, and gave him an insight into 
 governmental affairs that shows all through the 
 Essays. Whatever we may think of public 
 life, either in our own time or in the sixteenth 
 century, we must give the politician credit for 
 a knowledge of human nature which is pos- 
 sessed by few persons of other callings. 
 
 While conseiller he became acquainted 
 with Estienne de la Boetie, the author of Vol- 
 untary Servitude, a little tract embodying the 
 best of the revolutionary movement of his 
 time. We find traces of La Boetie in Milton, 
 in Rousseau, and in Lamennais. The warm 
 friendship which sprang up between the two 
 men helped to develop Montaigne's mind, gave 
 a tone to his writings, and touched his nature 
 with a refinement it might otherwise have 
 lacked. Many things which appear incon- 
 sistent when we compare Montaigne's environ- 
 
4 THE EDUCATION OF CHTLDRBIf. 
 
 ment on the one hand, and his words on the 
 other, may be explained by this classical friend- 
 ship. Under the influence of La Boetie, Mon- 
 taigne becomes less the cautious lover of com- 
 promise and more the champion of fair play in 
 politics, religion, and education. 
 
 Until his marriage in 1565 to Frangoise de 
 la Chassagne, the essayist seems to have fol- 
 lowed the practices of most young men of his 
 century. He visited Paris, remaining months 
 at a time ; was successively honoured by Cath- 
 erine de Medici, Francis 11, Charles IX, and 
 Henry HI. He became a soldier, would spend 
 a few weeks with the army and return home. 
 Previous to his election as mayor of Bordeaux, 
 Montaigne spent two years in travel, and has 
 left us a most delightful picture of Italy, 
 Switzerland, and southern Germany during the 
 latter half of the sixteenth century. WhUe at 
 Kome "The Maestro del Sacro Palasso returned 
 to me my Essays marked with the expurgata ; 
 among these was the essay On the Education 
 of Children," an interesting commentary on the 
 time. 
 
 As a young man Montaigne had translated 
 for " the best father that ever lived " a book 
 by Ramondus de Sebonde, called Theologia 
 Naturalis, which undertook by human and 
 
INTEODUCTION. 6 
 
 natural reasons to establisli against the athe- 
 ists all the articles of the Christian religion. 
 This work gave to Montaigne's mind and lan- 
 guage a pietistic hue which they never quite 
 lost, and possibly did something toward throw- 
 ing him into that state of uncertainty from 
 which he never recovered. His attitude on the 
 subject of religion was the distinctively mod- 
 ern one. While he adhered to the <!51der form 
 of Christianity, he saw no reason why Protes- 
 tants and Catholics should not live side by side, 
 as he did with his brother Beauregard, who 
 had joined the Calvinists. In this connection 
 it is worth noting that dogma and bigotry have 
 never made a contribution to educational 
 thought. Much of the greatness of Greece 
 may be attributed to her wonderful freedom 
 in religious matters, a fact which has not re- 
 ceived due importance in histories of education. 
 The great teachers have been men of religious 
 feeling, never bigots, and Montaigne was no 
 exception in this regard. Eemember, too, this 
 was the century of St. Bartholomew. Mon- 
 taigne's moderation was shown also during the 
 civil wars, which produced such frightful dis- 
 order. " Among so many armed houses, I am 
 the only man I know, in France, who has con- 
 fided purely to Heaven." Few can comport 
 
6 THE EDUCATION OP CHILDEEK. 
 
 themselves with a complacency so entire, and 
 yet it is this spirit in the man which gives us 
 such confidence in his opinions. Here is one 
 who has seen everything, experienced every- 
 thing, is intimate with the cruel ways of the 
 human heart, and yet he believes that under- 
 neath all this tragedy man is teachable and 
 worthy of every effort. The paradox of ex- 
 istence no writer has realized more keenly, 
 lived it more manfully, and expressed it so 
 clearly. 
 
 The manner of his death was not inconsist- 
 ent with his life. Realizing that his end was 
 near, he paid those to whom he had left legacies 
 the amount in money, and then requested his 
 wife to send for certain gentlemen to whom 
 he wished to say farewell. When they had 
 arrived. Just as the priest was elevating the 
 Host, "This poor gentleman," says Pasquier, 
 " leaped forward as well as he was able on the 
 bed, with his hands clasped, and in this last 
 act gave up his soul to Grod, which was a fine 
 mirror of the interior of his mind." He was 
 buried at Montaigne ; afterward the body was 
 removed to the vault of the University build- 
 ings at Bordeaux, where it now rests. 
 
INTRODUCTION. 7 
 
 CRITICAL. 
 
 In a broad, general way civilized countries 
 at the present time agree as to the purpose of 
 a chUd's school life. There must be : (1) Such 
 '^'^ training of the body as shall fit it for the de- 
 mands made upon it ; (2) acquisition of knowl- 
 edge ; (3) training for usefulness ; (4) train- 
 ing for enjoyment ; (5) development of char- 
 acter. The means by which these results are 
 to be attained are also a matter of agreement. 
 (1) By placing a child in relation with his 
 human environment by means of literature and 
 history ; (2) by placing him in relation with 
 his physical envii'onment by means of the so- 
 called nature studies — ^physics, biology, chem- 
 istry, etc.; (3) by bringing him into relation 
 with his social environment by means of socio- 
 logical and political studies. Such an ideal, 
 worked out under the conditions outlined, 
 should result in a youth who possesses at once 
 a sound body, adaptability, clear judgment, and 
 individuality. 
 
 With this analysis in mind, a careful study 
 of the selections from the Essays must con- 
 vince one that, in his educational views, Mon- 
 taigne was not only far in advance of his own 
 age, but, in some respects, of the present time 
 as well. By common consent France, Ger- 
 
8 THE EDUCATION OP CHILDREN. 
 
 many, England, and the United States lead the 
 world in matters educational. France trains 
 to make soldiers and artisans. The Lehrplan 
 of 1892 shows that Germany's efforts are di- 
 rected toward the training of soldiers and par 
 triots. England, until the last half century, 
 made no provision for popular education. 
 Even at the present time her educational sys- 
 tem, like that of the United States, has for its 
 unconscious purpose the preservation of society 
 under democratic institutions, and fails to show 
 a clear recognition of the fact that, whUe edu- 
 cation is of fundamental concern in a democ- 
 racy, it means more than simply a solution of 
 the political problem : it means the solution of 
 the human problem, success in dealing with 
 one's self and one's fellows — Montaigne!a ideal 
 and T3iat of all thoughtful educators. 
 
 Respect the teacher as we may, we must 
 still admit that the fitting process, no less than 
 the occupation itself^ is in most instanpfia nar. 
 rowing^ Name over ten great men, and note 
 how few o f the number ai-e the product of the 
 schools^jT^heif~~Sdllca*iDn---feasnbeen geltm^ 
 TaiirSffEan special, vital not technical ; one got 
 from actual contact with the actual present, and 
 essentially individualistic. Of all writers, Mon- 
 taigne realizes this most clearly, and for this rea- 
 
INTRODUCTION. 9 
 
 son, I believe, he will be understood and appre- 
 ciated in the future as he haa Tint, ViPP.n in +1[\^ r^"^' 
 The history of education in some respects runs 
 I parallel to that of religious thought. Church- 
 Imen have always resisted all attempts at re- 
 ladjustment, all efforts to suit truth to the time 
 land its needs. Similarly, the history of edu- 
 'cation is a history of systems based upon ideals 
 rooted entirely in the past, and imposed upon 
 childhood without regard either to its present 
 needs or to its future possibilities. Education, 
 like government, must be_ a ''continuous ex- 
 periment?' K system always assumes certain 
 fixed conditions. Life is vibrant, fluctuant ; 
 nothing in it is fixed save the individual human 
 soul, nothing certain save the development of 
 that soul. 
 
 Matthew Arnold has given us credit for 
 having solved the political problem, and in 
 moments of self-congratulation we indulge the 
 thought that we have the answer to all ques- 
 tions, forgetful that inflexibility, against whicli 
 Montaigne hurls some of his heaviest denun- 
 ciations, is not the exclusive characteristic of a 
 monarchy. We dimly perceive a " lock-step in 
 education," but fail to relate it in any way to 
 the creed, " All men are born free and equal." 
 Dogma is dogma, whether emanating from the 
 
10 THE EDUCATION OF CHILDREN. 
 
 Declaration of Independence or from a great 
 churcli. A democracy may lacerate and crush, 
 though we hypnotize ourselves to believe the 
 contrary. Our ovpn age, too, presents a pana- 
 cea for the ills of mankind — ^the adjustment of 
 the relations of capital and labour. So did the 
 sixteenth century think to change men's nature 
 with a new religion, and the seventeenth and 
 eighteenth centuries sought the same end by 
 granting freedom in politics. Humanit y is toQ- 
 complex to reach the millennium through any 
 single revolution,~"whether it be in religion, 
 politics, or education. Montaigne saw this 
 vaguely^ yet more clearly than did Rousseau 
 two" hundred years later, or than many of us 
 in the United States in the year of our Lord 
 1898 see it. 
 
 Again Montaigne^s_modernity is shown by 
 his attempt to degrade mere learning from the 
 first place, and to place the emphasis upon fit- 
 ness for practical lif e, upon ab^ity. to use one's 
 <- Judgment, and upon morality and virtue. He 
 would have large use made of the motor side 
 of hujnanity — ^in the lan guage of our decade, 
 V ^Jam^ do by-xLffl5g7\— as is shown by-his 
 advocacy of^fi/feuiati^pJLgames. JTj^ing^s shotdd 
 ^come before v rords ^ th rough using the.3jense s_or 
 ■ bv direeL experience. In this connection is 
 
INTRODUCTION. H 
 
 t ravel of the j^reatest importance, especially in 
 acgniring mode rn^ lan guage s, which should 
 coju e^ first in j Jie com -se^ Latin and Greek las t^ 
 liistory is to be taught with the Herbartian 
 aim in view, and co-ordination is foreshadowed. 
 Our present growing custom of decorating 
 schoolrooms was anticipated by Montaign^e in 
 order that "where children find their duty, 
 there they^may also find their pleasure." The 
 ■teacher is, the, s chool, therefore exercis e the 
 great est care in cho osing the pers on to whom 
 ^ ^tjTlntrust "ybuFchild. ^ While the ,/Complete 
 liberatibrf ©r the human spirit can be effected 
 only through self-activity ranging over the 
 whole field of human inquiry, that knowledge 
 is of most worth that stands in the closest rela- 
 tion to the highest needs of man ; that will 
 minister not only to the largest personal growth, 
 but to the duties and privileges incumbent 
 upon him as a citizen of the state ; that will 
 .satisfy a child's insistent needs and, at the same 
 time, fit him for the life inwhi^hhB_i£__to_£lay^ 
 a_part. Methods inustTje wieH Tngw method s 
 devised to suit new ideals, and instruction 
 purely Iwresque avoided. The child himself 
 must be studied to determine " what his child- 
 ish prognostics indicate," and his sound mind 
 assisted by a sound body. 
 
tfa) THE EDUCATION OF CHILDREN. 
 
 But most of all are we to reverence the in- 
 dividual, break down every barrier, and bring 
 into activity tLat precious gift wHcTi sees, feels, 
 creates. Montaigne never loses sight of the 
 transcendent value pi the individual__human 
 soul. This is tEeioeaning bfwhat, for want of 
 insight, has been called his, egotism. If there 
 be one ideal which more than any other fills 
 the heart of those who are striving to solve the 
 educational problem, and through it the human 
 problem, it is the right unfolding of the indi- 
 vidual human spirit. |A feeling is abroad that 
 possibl y in our endearo^Tgeduc ate every one^ 
 we have negl ected^or crushed every o?^g.| In 
 *ffie face of such an accusation, it is most inspir- 
 ing to come upon this message from a man of 
 insight and broad vision ; one who knew all 
 the past, but fixed his eyes steadily upon the 
 present; a man who lived completely in the 
 spirit of his own time, but xmwarped by the 
 -exigencies of any vocation. Educate not men 
 . only, but a man ; educate him not by pouring 
 \in, nor even by drawing out ; surround him 
 with conditions favourable to growth, the un- 
 folding of a complete man — a strong, self-re- 
 liant, and self-directing individuality. 
 
introduction. i3 
 
 Montaigne, Locke, and Eousseau. 
 
 A prominent American educator has re- 
 marked that the ideas which we attribute to 
 Montaigne are hundreds and thousands of years 
 old. " The Book of the Dead, the Talmud, the 
 writings of the Persians and Hindoos, the books 
 and classics of the Chinese, to say nothing of the 
 educational writings of Plato, Aristotle, Quin- 
 tilian, and others, contain vast stores from which 
 
 Rabelais, Montaigne, Mulcas t er, Comenius, 
 Eousseau, and all the others have drawn." To 
 this we may say t^iat Montai gne wou ld be the 
 first to disclaim originality, for " Truth^ and 
 reason are common~Eo'aIl', and belong no more 
 
 TJoTiimrwhb spoke them first than to Mm who 
 shall speak them hereafter." At the same time, 
 it must 1)6 admitted that the ideas of the an- 
 cients are found simply as detached statements. 
 
 . Montaigne was the first thinker to develop the ' 
 truths bequeathed by the ages into a con- 
 nected, though not formal system of education, 
 and to show their relation to himself as an in- 
 dividual and to his own time. Later writers 
 drew upon him rather than upon his prede- 
 cessors. Coste was the first to point out 
 Locke's debt to Montaigne, and Mr. Quick ad- 
 mits that " the chief importance of the Thoughts 
 
14 THE EDUCATION OP CHILDREN. 
 
 is due to the prominence given by Locke to 
 truths which had already been set forth by 
 Montaigne," " This fine writer, with his clear- 
 ness of thought aiid expression, set himself 
 against bookishness, and so became the great 
 spokesman of those who were dissatisfied with 
 the school system of the Renaissance." 
 
 The table given below will i llustra te the 
 close_dependence of. Locke- and- Rousseau apon 
 Montaigne. The verbal similarity is the more 
 striking when we remember that Montaigne 
 wrote in sixteenth century French, Locke in 
 seventeenth century English, and Rousseau in 
 eighteenth century French. Besides the agree- 
 ment shown, it should be observed that all 
 threejay_stre ss upon prizateJustuiction — the 
 care of the si ngle child — w hich is not remark- 
 able when we remember the Qharacter of the 
 schools of their respective times. All_ insist, 
 too, upon the__vernacular first, modem lan- 
 guages next, thenJDatin and Greek — a plan 
 followed by Ratich and Comenius. In this 
 connection I wish, also, to direct the attention 
 of the German reader to Dr. F. A, Arnstadt's 
 valuable Francois Rabelais und sein Traits 
 D'Education mit besonderer Beriicksichtigung 
 der padagogischen Grundsatze Montaigne's, 
 Locke's, und Rousseau's (Leipzig, 1872). 
 
INTRODUCTION. 
 
 15 
 
 Choice of Tutor. 
 Locke. 
 In the whole Busi- 
 ness of Education 
 there is nothing like 
 to be less harken'd 
 to, or harder to be 
 well observ'd than 
 . . . the getting of a 
 Tutor. (Sec. 90.) 
 
 The Reputation of 
 a sober Man with a 
 good Stock of Learn- 
 ing (which is all us- 
 ually required in a 
 Tutor) will not be 
 enough to serve your 
 Turn. (Sec. " 93.) 
 Locke: Some 
 Thoughts concerning 
 Education. Quick, 
 London, 1893. 
 Use of Motor Side in Educational Games. 
 
 Montaigne. 
 Upon the choice of 
 the tutor you shall 
 provide for your son 
 depends the whole 
 success of his educa- 
 tion. ... I would 
 rather commend a 
 tutor for having a 
 Well-made than a 
 well-filled head, yet 
 both are desirable. 
 (Pp. 37, 38.) 
 
 Rousseau. 
 A teacher ! what 
 an exalted soul lie 
 should be I (P. 16.) 
 Is it impossible to 
 find this rare mor- 
 tal ? But suppose we 
 have found this prod- 
 igy? It is by con- 
 sidering what he 
 ought to do that we 
 shall see what he 
 ought to be. (P. 17.) 
 Rousseau, Emile. 
 Payne, New York, 
 1893. 
 
 Montaigne. 
 My father pro- 
 posed to teach me 
 Greek by a new de- 
 vice, making of it a 
 sort of sport and rec- 
 reation. We tossed 
 declensions and con- 
 jugations to and fro, 
 after the manner of 
 those who by certain 
 games at table and 
 chess learn geometry 
 and arithmetic. (P. 
 79.) 
 
 See also Penelon. 
 
 Locke. 
 
 Make what you 
 would have them do 
 a Recreation to them 
 and not a Business. 
 (Sec. 129.) 
 
 Children may be 
 taught to read, with- 
 out perceiving it to 
 be anything but a 
 Sport. (Sec. 149.) 
 
 Rousseau. 
 
 His sports are his 
 occupations, and he 
 feels no difEerence 
 between thera. (P. 
 1370 
 
 You may see him 
 doing the most seri- 
 ous things under the 
 guise of play. (P.. 
 138.) 
 
 Comenius, Pestalozzi, Froebel, Richter for 
 
 the same thought expressed in almost the same language. 
 
IC 
 
 THE EDUCATION OF CHILDREN. 
 
 Importance of Physical Training. 
 
 Locke. 
 
 A Sound Mind in 
 a sound Body is a 
 short but full De- 
 scription of a happy 
 State in this World. 
 (Sec. 1.) 
 
 He will accustom 
 himself to Heat and 
 Cold, Shine and 
 Rain ; all which, if a 
 Man's Body will not 
 endure, it will serve 
 him to very little 
 purpose in this 
 World. (Sec. 9.) 
 
 Condemn Harsh Methods. School Life should be made 
 
 Montaigne. 
 
 It is not enough to 
 fortify his soul, you 
 must also make his 
 muscles strong. (P. 
 36.) 
 
 Accustom the child 
 to heat and cold, 
 wind and sun, and to 
 dangers that he ought 
 to despise. (P. 62.) 
 
 RoussEAtr. 
 We may make a 
 man robust without 
 endangering his 
 
 health. . . . Harden 
 their bodies to the 
 changes of seasons, 
 climates, and ele- 
 ments, as well as to 
 hunger, thirst, and 
 fatigue. (P. 13.) 
 
 Montaigne. 
 
 Away with this 
 violence I Away with 
 this compulsion ! 
 Nothing, I believe, 
 more dulls and de- 
 generates a well-born 
 nature. (P. 61.) 
 
 Were it left to my 
 ordering, I would 
 paint the school with 
 pictures of Joy and 
 Gladness, Flora and 
 the Graces. . . . 
 Where their profit is, 
 there should also be 
 their pleasure. (Pp. 
 
 Pleasant. 
 
 Locke. 
 
 Great severity of 
 Punishment does but 
 very little Good, nay 
 great Harm in Edu- 
 cation ; and I believe 
 it will be found ccBte- 
 ris paribus those 
 Children who have 
 been most chastis'd 
 seldom make the best 
 men. (Sec. 43.) 
 
 Give them a Liking 
 and Inclination to 
 what you propose to 
 them to be learn'd. 
 (Sec. 72.) 
 
 62, 63.) 
 
 See also Coinenius, Ratich, Fenelon, 
 Froebel. ' 
 
 Rousseau. 
 The age of mirth 
 is passed in the midst 
 of tears, chastise- 
 ments, threats, and 
 slavery . . . without 
 any assurance that . 
 such sacrifices will 
 ever be useful. . . . 
 Love childhood; en- 
 courage its sports, its 
 pleasures, its amiable 
 instincts. (P. 45.) 
 
 Basedow, Pestalozzi, 
 
INTRODUCTION. 
 
 17 
 
 Montaigne, 
 Let us make choice 
 of those studieswhich 
 directly and profess- 
 edly serve to the in- 
 struction and use of 
 life . . . and even in 
 those things that are 
 useful, there are many 
 points itwould bebet- 
 tertoleave alone, and, 
 following Socrates' 
 direction, limit our 
 studies to those of 
 real utility. (Pp. 48, 
 
 Train for Practical Life. 
 
 Locke. 
 And since it can 
 not be hop'd he 
 should have Time 
 and Strength to learn 
 all things,most Pains 
 should be taken 
 about that which is 
 most necessary ; and 
 that principally 
 
 look'd after which 
 will be of most and 
 frequentest Use to 
 him in the World. 
 (Sec. 94.) 
 
 EonssEAu. 
 
 When one has been 
 taught as his most 
 important lesson to 
 desire nothing in the 
 way of knowledge, 
 save what is useful, 
 he asks questions 
 like Socrates. (P. 
 156.) 
 
 Let us always rec- 
 ollect that there is 
 no honour without 
 utility. (P. 180.) 
 
 49.) 
 
 Importance of History. 
 
 Montaigne. 
 
 History is my chief 
 study. (P. 20.) 
 
 It is of inestimable 
 value to such as can 
 make use of it. (P. 
 42.) 
 
 Rousseau. 
 It is through this 
 study he will read 
 hearts without philo- 
 sophic lectures, and 
 without the risk of 
 spoiling his own. (P. 
 213.) 
 Character most Important. 
 
 Locke. 
 I recommend it 
 . . . as one of the 
 most useful studies, 
 he can apply himself 
 to. (Of Study.) 
 
 Rousseau. 
 I would make it 
 seem that justice and 
 goodness are not 
 merely abstract 
 
 terms, pure moral 
 creations formed by 
 the understanding, 
 but real affections of 
 the soul enlightened 
 by reason. (P. 210.) 
 See also Fenelon, Pestalozzi, Froebol, Comenius. 
 
 Montaigne. 
 All other learning 
 is hurtful to him who 
 has not the knowl- 
 edge of honesty and 
 goodness. (P. 102.) 
 
 Locke. 
 Learning must be 
 had, but in the sec- 
 ond Place as subser- 
 vient only to greater 
 Qualities. (Sec. 147.) 
 
18 THE EDUCATION OP CHILDREN. 
 
 Some Modern Educational Ideas anticipated ly 
 Montaigne. 
 
 H. " The teacher is the school." Pp. 27, 28. 
 
 j 2. « Learn to do by doing." Pp. 66. 67 , 79, 104-106. 
 
 ' 3. Great importance of physical training. Pp. 35, 36, 
 
 37, 61^62. 
 k 4. Make school life and school surroundings pleasant. 
 
 Pp. 61-63, 85. 
 5. Harsh methods do not produce the best results. 
 
 Pp. 61, 62, 116, 136. 
 N,6. Train for practical life. Pp. 48-50, 57, 92, 96, 100, 
 
 101, 106, 107. 
 
 7. Importance of History as a culture study. Pp. 42, 
 
 43, 46, 57, 147. 
 
 8. Apperception and co-ordination foreshadowed. 
 
 Pp. 29, 30, 95, 96. 
 
 9. Child study suggested. Pp. 28, 29, 56. 
 
 10. Mere memorizing disparaged. Pp. 28, 29, 30, 33, 
 
 34, 42, 139. 
 
 11. Train the child's judgment. Pp. 31, 95, 99, 105, 106. 
 
 12. Travel of great importance. Pp. 34, 35, 44, 46. 
 
 13. Inculcate patriotism. Pp. 39, 40. 
 
 .14. Too much book study harmful. Pp. 33, 58, 59, 67, 
 68, 96-98, 108, 109, 131-133, 139, 140. 
 
 15. " Things before words." Pp. 44, 68-72. 
 
 16. Early reading should be entertaining. Pp. 81, 83. 
 
 17. Make use of play instinct. Pp. 79, 125, 126.., 
 
 18. Train the whole man. Pp. 60, 61. V v^-V 
 
 19. Character all important. Pp. 50, 54, 66, 92, 103, 
 
 137, 128. 
 
 20. Consult the individual. Pp. 25, 29, 56, 128. 
 
 21. M^ot pouring in nor drawing out, but growth. Pp. 
 
 24, 25, 33, 34, 48, 49, 66, 67. 
 
OF THE EDUCATION OF CHILDEEK 
 
 To Madame Diane de Poix, Countess op Gueson. 
 Book I, Chapter XXV. 
 
 I HAVE never known a father, no matter 
 how crooked and deformed his son might be, 
 Montaigne's w^io wonld either altogether cast 
 intellectual Mm off, or refuse to acknowledge 
 
 limitations. -j^^^ ^ ]j|g ^^j^^ ^^^^ ^^^^ UnleSS 
 
 totally blinded in his affection, he plainly per- 
 ceived the defects ia the son, who nevertheless 
 was his own. So it is with myself. I see bet- 
 ter than any one else that what I have set 
 down is nothing but the fond imaginations of 
 a man who, in his youth, has tasted nothing 
 but the crust, and has retained nothing but a 
 general and unformed impression; a little of 
 everything, and nothing to the purpose, after 
 the French manner. To be sure, I know there 
 is a science of medicine, a course of law, four 
 parts of mathematics, and I have a general idea 
 what all these are about. I also know that 
 knowledge in general tends to the service of 
 
 19 
 
20 THE EDUCATION OP CHILDEEN. 
 
 life. But to wade further, to plod upon Aris- 
 totle, the monarch of our modem doctrines, to 
 continue obstinately any one study, I confess I 
 never did it, nor is there a single art of which 
 I know so much as the rudiments. There is 
 no scholar, be he of the lowest class, who may 
 not consider himseK wiser than I, for I should 
 not be able to examine him in his first lesson. 
 If forced to it I should be obliged^ in my own 
 defense, to ask him some p-eneral question t o 
 jr y hia natural judgment : something as strange 
 and unknown to him as his lesso n is to 
 Tiave never seriously read books of solid' leam- 
 ing except Plutarch and Seneca, from whom, as 
 the Danaides, I draw my water, incessantly fill- 
 ing and as fast emptying. Some things I fasten 
 to this paper, but to myself nothing at all. 
 
 History is my chief study, and I am also 
 particularly fond of poetry. Cleanthes re- 
 marked that the voice being forcibly pent up 
 in a narrow passage of a trumpet at last issues 
 forth stronger and mOre shrill. So it seems to 
 me, that a sentence couched in the harmony of 
 verse darts out more briskly upon the under- 
 standing, and strikes ^ both ear and apprehen- 
 sion with more pleasure. Concerning my natu- 
 ral faculties, of which you behold an example, 
 I perceive them to be indifferent. My fancy 
 
OP THE EDUCATION OP CHILDREN. 21 
 
 and my judgment march in an uncertain way — 
 as it were, groping, staggering, and stumbling. 
 And when I have gone as far as I can I have 
 in no way satisfied myself. The farther I sail 
 the more land I descry, and that so dimmed 
 with fogs and overcast with clouds my sight 
 is weakened. And then, undertaking to speak 
 of all that presents itself to my mind, it hap- 
 pens I come upon in good authors these very 
 subjects I have contemplated treating, as just 
 now I did while reading Plutarch's Discourse 
 on the Power of Imagination. In comparison 
 with these great men I acknowledge myself so 
 poor, so weak, so dull and flat, that I am forced 
 both to pity and despise myself. And yet I 
 His opinions co- ^^ pleascd that my opinions have 
 incide with those often the grace to coincide with 
 
 of other writers, ^j^^-j.^^ ^^^ ^^^^ j ^^^ f^lj^^ ^-^^^^ 
 
 though from afar, and can say, " Ah, that is so." 
 I possess that which many other men have not — 
 the ability to see there is the greatest difference 
 between these wise men and myself ; neverthe- 
 less I suffer my inventions to run along, weak 
 and faint though they are, without bungling 
 or mending the faults which the comparison 
 has shown me. A man needs a strong back 
 to keep pace with these men. The indiscreet 
 scribblers of our age, who, throughout their 
 
 4 
 
22 THE EDUCATION OP CHILDREN. 
 
 trivial compositions, insert whole sentences 
 from ancient authors, supposing by such filch- 
 ing to purchase honour and reputation for them- 
 selves, do quite the contrary. The comparison 
 renders the appearance of their own writings 
 so pale and sallow that they lose much more 
 than they gain. 
 
 The philosophers Chrysippus and Epicurus 
 were in this matter quite contrary. The first 
 Chrysippus and ^^s accustomed to bring in 
 Epicurus among his writings not only 
 
 compared. whole Sentences, but whole books, 
 
 of other authors — in one instance the whole 
 Medea of Euripides. Apollodorus ^ was wont 
 to say of him that, if one should take from his 
 books all he had stolen from others, he would 
 leave nothing but blank paper. On the other 
 hand, Epicurus,^ in the three hundred volumes 
 he left behind him, did not make use of so 
 much as one quotation. 
 
 The other day I had this experience. I 
 was reading a book, and after I had run dream- 
 Quotations often ing o^er, a great many words so 
 bring out an au- dull, SO insipid, SO devoid of all 
 thor's weakness. ^-^ ^^^ common scuse that they 
 
 were really only French words, I came at last 
 to something that was lofty and rich and ele- 
 vated to the very clouds. Had the declivity 
 
OF THE EDUCATION OF CHILDREN. 23 
 
 been easy or tlie ascent gradual there had been 
 some excuse, but it was so perpendicular a 
 precipice, and so wholly cut off from the rest 
 of the work, that at the first six words I found 
 myself flying into the other world, and discov- 
 ered the valley whence I came so deep and 
 low that I have not had the heart to descend 
 into it again. If I should fill one of my dis- 
 courses with such rich spoils as these, it would 
 but too truly manifest the imperfection of my 
 own writing. To reprove my own faults in 
 others seems to me no more unreasonable than 
 to condemn, as I often do, those of others in 
 myseK. I know how over-boldly, at all times, 
 I try to equal my filchings, and to march hand 
 in hand with them ; not without the fond hope 
 that I may perhaps be able to blear the eyes of 
 my judges from discerning the difference. . . . 
 Yet I never quote others but that I may the 
 better express myself. ... I aim at nothing 
 but to reveal myself, and if, in the meantime, 
 a new book or friend change me, I will be some 
 one else to-morrow.* However, these are but 
 my humours and opinions, and I speak them to 
 show what my idea is, and not what ought to 
 be believed. I have no authority to purchase 
 belief, neither do I desire it, knowing well that 
 I am not sufficiently taught to instruct others. 
 
24 THE EDUCATION OF CHILDKEK. 
 
 A friend of mine, having read the preced- 
 ing chapter, told me, the other day, in ray own 
 Tu , ■ ■„+.. house, I should have enlarged a 
 
 Montaigne intro- ' i j j.- 
 
 duces his subject little more upon the education 
 of education. ^£ children* Now, madam, were 
 my abilities equal to the subject, I could not 
 possibly employ them better than in present- 
 ing them to your little son. Moreover, the old 
 right you have ever had and still have over 
 my service urges me with more than ordinary 
 respect to wish all honour, welfare, and advan- 
 tage to whatever may in any way concern you 
 and yours. I mean to show by this that the 
 greatest and most important difficulty of human 
 effort is the training and education of chUdren.^ 
 In matters of husbandry, all that precedes 
 sowing, setting, and planting, even plantin'g 
 „ , . , itself, is certain and easy. But 
 
 Relation of ' •' 
 
 children's early when that whlch WaS SOWU, Set, 
 
 inclinations to and planted takes life, there is a ' 
 
 their education. i i i , i n j ■ 
 
 great deal more to be done, and 
 it requires great care to bring it to perfection^ 
 So with men, continual cares, diligent attend- 
 ance, doubts and fears, daily wait upon their 
 parents and tutors before they can be nurtured 
 
 * Cotton interpolates : " Which how fit I am to do let my 
 friends flatter me if they please. I have in the meantime no 
 such opinion of ray own talent as to promise myself any very 
 good success from my endeavour." 
 
OF THE EDUCATION OF CHILDREN. 25 
 
 and brought to any good.® Their inclinations, 
 while they are young, are so uncertain, their 
 dispositions so variable, their promises so 
 changing, their hopes so false, and their ac- 
 tions so doubtful, that it is very hard, even 
 for the wisest, to place any certain judgment 
 upon them or to feel assured of success. Look 
 at Cymon and Themistocles, and a thousand 
 others, whose manhood gave the lie to the 
 ill-promise of their early youth. The young 
 whelps of both dogs and bears show their 
 natural disposition from the first; but men 
 embracing this custom or fashion, following 
 that humour or opinion, admitting this or that 
 passion, conforming to certain laws, are changed 
 and soon disguised. And yet, for want of a 
 ready foresight of the natural propensity of 
 the mind, much time is wasted in trying to 
 teach children those things for which, by their 
 natural constitution, they are totally unfit, 
 Notwithstanding these difficulties my advice 
 is, to bring them up in the best and most 
 profitable studies without being too supersti- 
 tious or taking too much notice of those light 
 prognostics which they give of themselves in 
 their infancy. Without ofFence to Plato, in his 
 Republic, I think he allows them too much 
 authority.'' 
 
26 THE EDUCATION OP CHILDREN. 
 
 Madam, learning joined witli true knowl- 
 edge is an especial and graceful ornament, and 
 an implement of wonderful use 
 
 Education of -■- j.- i i j. 
 
 especial value to and couscquence, particularly to 
 those of noble persons raised to tliat degree of 
 fortune in whicli you are placed. 
 And truly, learning has not her true form, nor 
 can she show her beautiful lineaments, if she 
 fall into the hands of base and vile persons. 
 Famous Torquato Tasso says : " Philosophy is 
 a rich and noble queen, and, knowing her own 
 worth, graciously smiles upon and lovingly em- 
 braces princes and noblemen, if they become 
 suitors to her, admitting them as her minions 
 and gently affording them all the favours she 
 can. On the other hand, if she be wooed by 
 clowns and such base people, she considers her- 
 self disparaged and disgraced, having nothing 
 in common with them." We know by expe- 
 rience that if a true gentleman or nobleman 
 follows philosophy with any attention, he will 
 learn and know more of her and make a better 
 scholar in one year than a base fellow will in 
 seven, though he pursue her never so atten- 
 tively. She is much more ready to assist in 
 the conduct of war, in the government of a 
 people, in negotiating peace vdth a foreign 
 prince, than she is to form a syllogism in logic, 
 
OP THE EDUCATION OP CHILDREN. 27 
 
 to plead a cause at the bar, o r to prescrib e a 
 dose of pills. So, noble lady, I can not per- 
 suade myself that you will either forget or 
 neglect this point concerning the education of 
 your children, since you have tasted the de- 
 lights of learning and are descended from so 
 noble a race. We still possess the learned com- 
 positions of the ancient and noble Counts of 
 Foix, from whom both you and your husband 
 are descended, and of Francis, Lord of Can- 
 dale, your worthy uncle, who daily shows forth 
 the matchless quality of a house which will 
 extend itself to many ages. I shall therefore 
 make you acquainted with an idea of mine, 
 which I hold, contrary to the common usage. 
 
 Upon the choice of a tutor you shall pro- 
 vide for your son depends the whole success of 
 Choice of tutor his education and bringing up. A 
 all-important. gentleman born of noble parent- 
 age and heir of a house which aims at true 
 learning should be disciplined not so much for 
 the practical use he could make of it — so ab- 
 ject an end is unworthy the grace and favour 
 of the Muses, and, besides, bids for the regard 
 of others — not for external use and ornament, 
 but to adorn and enrich his inward mind, de- 
 siring rather to form an able and efficient man 
 than a learned man. My desii-e is, therefore, 
 
28 THE EDUCATION OF CHILDEEN. 
 
 that the parents or guardians of such a gentle- 
 man be very careful in choosing his tutor, 
 whom I would commen d_for having a well- 
 made^ rather than a well-fiUedTTiead^yet "Both 
 are desiraBIe! And"T would "prefer" wisdom, 
 Judgment, civil manners, and modest behaviour 
 to bare and mere literal learning. And in his 
 teaching I would advise a new course. Some 
 never cease brawling in their pupils' ears, as if 
 they were pouring into a funnel, to follow their 
 book. I would have a tutor correct this, and 
 on taking up a subject, according to the child's 
 capacity, I would have him show it to his pupil, 
 who may know thereby a little of all things, 
 and how to choose and distinguish them with- 
 out the help of others ; sometimes opening for 
 him the way, at other times leaving him to 
 open it for himself. I would not have the 
 tutor do all the talking, but allow the pupil 
 to speak when his turn comes. Socrates, and 
 after him Arce8ilauSj_m^£_Ulfiir^upil8-^eafc- 
 first, and then would speak themselv es. " Obest 
 plerumque iis, qui discere volunt auctoritas 
 eorum qui docent."^ ("Most commonly the 
 authority of those who teach hinders those 
 |who would learn.") 'The tutor should make 
 his pupil, like a young horse, trot before him 
 in order that he may the better judge of his 
 
OP THE EDUCATION OP CHILDREN. £9 
 
 pace, determine how long lie will hold out, 
 and, accordingly, what may fit his strength. 
 Lacking this knowledge we often spoil all. 
 To make a good choice and to keep the right 
 proportions is one of the hardest things I' 
 ^, ., , , , know. It is a sign of a noble 
 
 Child study. -, -, , . 
 
 and undaunted spirit, to know 
 how far to condescend to childish proceedings, 
 how to second, and how to guide them.^)^A8 
 for myself, I can more easily walk up than 
 down a hill. 
 
 Those who, according to our way of teach- 
 ing, undertake in the same lessons and in the 
 Individual teach- Same manner of instruction to 
 ing favoured. direct many pupils of different 
 intellects and dispositions, seldom meet with 
 more than two or three who reap any good by 
 their discipline or who come to any perfection. 
 
 I would not only have the instructor de- 
 mand an account of the words contained in a 
 
 Apperception and IcSSOU, but of the SCUSC and Sub- 
 
 co-ordination. stance ; and Judge of the profit 
 he has made of it, not by the testimony of his 
 memory but by his own judgment. What he 
 has lately learned cause him to set forth in a 
 hundred various ways, and then to apply it to 
 as many different subjects as possible, to deter- 
 mine whether he has apprehended the same and 
 
30 THE EDUCATION OF CHILDREN. 
 
 made it a part of himself taking instruction of 
 his progress from the Institutions of Plato. It 
 is a sign of crudity and indigestion for a man to 
 throw up his meat as he swallowed it. The 
 stomach has not done its work unless it has 
 changed the form and altered the condition of 
 the food given to it. We see men gape after 
 nothing but learning, and when they say such 
 a one is a learned man, they think they have said 
 enough. Our minds move at another's pleas- 
 ure, bound and compelled to serve the fancies 
 of others, brought under by authority and 
 forced to accept their bare lesson. We have 
 been so subjected to harp upon one string, that 
 we have no power left to carry out our own 
 wills. Our vigour and liberty are extinct. 
 " Nunquam tutelae suae fiunt." " (" They never 
 become their own masters.") 
 
 It was my fortune to become acquainted 
 with an honest man at Pisa, but such an Aris- 
 Dogmatism toteliau as to hold this unalter- 
 
 iUustrated. able position : " That a conformity 
 
 to Aristotle's doctrine was the true touchstone 
 of all solid thinking and perfect truth ; for 
 whatever did not conform to it was but fond 
 chimeras and idle humours, inasmuch as he had 
 known all, seen all, and said aU." This propo- 
 sition of his, being somewhat maliciously inter- 
 
OP THE EDUCATION OP CHILDREN. 31 
 
 preted by others a long time after, brouglit Mm 
 in great danger of the inquisition of Eome. 
 
 I would have the tutor make the child ex- 
 amine and thoroughly sift all things, and har- 
 Pupil's own hour nothing in his head by mere 
 
 judgment should authority or upon trust. Aris- 
 be cultivated. totle's principles should no more 
 be axioms to him than those of the Stoics or 
 Epicureans. Let different judgments be sub- 
 mitted to him ; he may be able to distinguish 
 truth from falsehood ; if not, he may remain in 
 
 doubt. 1; 
 
 " Ko less it pleases me >'"' 
 
 To doubt, than wise to be."*^ ; 
 
 If by his own thmkm ^--h&--emhr2ccew~lAie 
 opinions of Xenophon.orij£.ElatQ,-the opinions 
 will be no longer Jh^irSj^ but jwilLb.ecQiQe his 
 own. He that merely follows another, seeks 
 nothing, finds nothing. " Non sumus sub rege ; 
 sibi quisque se vindicet." ^^ (" We are not un- 
 der a king ; each one may dispose of himself.") 
 Let him at least know that he does know. He 
 must imbibe their knowledge, but not adopt 
 their dogmas ; when he knows how to apply, 
 he may at once forget when or whence he had 
 his learning. 
 
 Truth and reason are common to all, and 
 belong no more to him who spoke them first 
 
32 THE EDUCATION OP CHILDREN. 
 
 than to him who shall speak them hereafter. It 
 is no more according to Plato's opinion than to 
 Borrowed matter mine, since both he and I under- 
 to be assimilated, gtand and See alike. Bees here 
 and there suck this and cull that flower, but 
 afterward they produce the honey which is 
 peculiarly their own, and is no longer thyme 
 or marjoram. So of matter borrowed of 
 others, one may lawfully alter, transform, and 
 blend it to compile a perfect piece of work 
 altogether his own ; always provided his 
 judgment, his work, and study tend to nothing 
 but to make the same perfect. Let him thor- 
 oughly conceal whence he had any help, and 
 make no show of anything but of what he has 
 made himself. Pirates, pilferers, and borrow- 
 ers make a show of their purchases and build- 
 ings, but do not teU how they come by the 
 money. You do not see the secret fees or 
 bribes lawyers take of their clients, but you are 
 sure to discover the cases they win, the homes 
 they provide for their children, the fine houses 
 they build. No man makes a show of his 
 revenue, or at least of how he gets it, but every 
 one of his purchases. 
 
 Study should make ns wiser. It is the un- 
 derstanding, says Epicharmus, that sees and 
 hears, that moves, sways, and rules all. Every- 
 
OP THE EDUCATION OF CHILDREN. 33 
 
 thing else is blind, senseless, and without 
 spirit, and by depriving a pupil of liberty to 
 Apperception, ^o things for himself we make 
 not, mere him servile and cowardly. Who 
 
 memonzmg. ^^^j, inquii'es of his pupil what 
 he thinks of rhetoric, of grammar, of this or 
 of that sentence of Cicero ? Our teachers 
 stick them full-feathered in our memories, and 
 there establish them like oracles, of which the/ 
 very words and letters are the substance of the' 
 thing. ^^ To know by heart only is not to know 
 at all ; it is simply to keep what one has com- 
 mitted to his memory. What a man knows 
 directly, that will he dispose of without turn- 
 ing to his book or looking to his pattern. A 
 mere bookish knowledge is useless. It may 
 embellish actions, but it is not a foundation for 
 them. According to Plato, constancy, faith, and 
 sincerity are true philosophy. As for other 
 kinds of knowledge, they are garish paintings. 
 Xe Paluel and Pompey, those two noted dan- 
 cers of our time, might as well teach a man to 
 do their tricks and high capers by simply look- 
 ing on and without stirring out of his place, 
 as for some pedantical fellow to instruct our 
 mind without moving or putting it to work. 
 I should like to find one who would teach us 
 to manage a horse, to toss a spear, to shoot, to 
 
34 THE EDUCATION OF CHILDKBN. 
 
 play upon the lute, or to sing without any 
 practice; yet these men would teach us to 
 judge and how to speak well without any exer- 
 cise in speaking or judging.^yNow, while we 
 are in our apprenticeship to learning, actions 
 or objects which present themselves to oiu" eyes 
 may serve us instead of a book. The knavish 
 trick of a page, the foolishness of a servant, a 
 jest at table, are so many new subjects for us 
 to work upon. 
 
 And for this very reason the society of men, 
 /the visiting of foreign countries, observing 
 Travel of great people and strange customs, are 
 importance. yery nccessary ; not to be able, 
 
 after the manner of our young French gallants, 
 to repeat how many paces the Santa Rotunda '^ 
 is in circuit, or of the richness of Signiora 
 Livia's attire, or how much longer or broader 
 the face of Nero is, which they have seen in 
 some old ruin of Italy, than one seen on some 
 medal. But they should be able to give an 
 account of the ideas, manners, customs, and 
 laws of the nations they have visited. That he 
 may whet and sharpen his wits by rubbing 
 them upon those of others, I would have a boy 
 sent abroad very young ; and in order to kill 
 two birds with one stone, he should first see 
 those neighbouring countries whose languages 
 
OF THE EDUCATION OP CHILDREN. 35 
 
 differ most from ours. For unless a man's 
 tongue be formed to them in his youth, he can 
 never acquire the true-^pronunciation... . 
 
 We see it received as a common opinion of 
 the wiser sort, that a child should not be 
 Parents should dandled and brought up in his 
 not spoil their mother's lap.^^ Their natural af- 
 1 ren. fection is apt to make the most 
 
 discreet of parents so overfond that they can 
 not find it in their hearts to see their children 
 checked, coiTected, or chastised. Neither vnll 
 parents allow them to be brought up in hard- 
 ships and deprivations, as they ought to be. 
 It would grieve them to see their children come 
 home from manly exercise sweaty and dusty, 
 to drink cold water when they are hot, to 
 mount an unruly horse, or to take a foil in 
 hand against a skilful fencer, or so much as to 
 shoot off an arquebuse. And yet there is no 
 other way. Whoever would have a boy good 
 for anything when he becomes a man, must 
 not spare him when young, and must very 
 often transgress the rules of medicine. 
 
 " Vitamque sub divo et trepidis agat 
 In rebus." " 
 
 (" He must sharp cold and scorching heat despise, 
 And most tempt danger where most danger lies.") 
 
36 THE EDUCATION OF CHILDREN. 
 
 It is not enougL to fortify his soul ; you 
 must also make Ms muscles strong. The mind 
 Importance of wiU be oppressed if not assisted 
 physical training. })y the body ; it is too much for 
 her alone to discharge two offices. I know 
 very well how mine groans under a tender and 
 delicate body that eternally leans and presses 
 upon it. In my reading I often perceive how 
 authors sometimes commend persons for mag- 
 nanimity and fortitude which really proceed 
 from a thick skin and hard bones. I have 
 known men, women, and children possessing 
 so hard and so insensible a body that a blow 
 with a cudgel would hurt them less than a flip 
 of a finger would me, and who would neither 
 cry out nor wince, beat them all you would. 
 When wrestlers counterfeit the patience of 
 philosophers, they show the strength of their 
 muscles rather than stoutness of heart. Now, 
 to be inured to labour is to be able to bear 
 pain. " Labor caEum obducit dolori." ** (" La- 
 bor hardens us against pain.") 
 
 A boy must be broken in by the hardship 
 of severe exercises to endure the pain of colic, 
 of cauteries, of falls, of dislocations, and even 
 of imprisonment and the rack itself.^* By mis- 
 fortune he may be reduced to the worst of 
 these, which, as we have seen, sometimes befall 
 
OF THE EDUCATION OF OHILDEEN. 37 
 
 tte good as well as the bad. As for proofs, 
 
 in our present civil war whoever draws his 
 
 sword against the laws, threatens all honest 
 
 men with the whip and halter. 
 
 Moreover, by living at home the authority 
 
 of the tutor, which ought to be sovereign over 
 
 „ . . the child, is often checked, in- 
 
 Home inniienoes , ' 
 
 often interfere terruptcd, and hindered by the 
 with the child's presence of the parents. Besides, 
 the respect the whole house- 
 hold bear him as their master's son is, in my 
 opinion, no small hindrance during these tender 
 years. 
 
 In my intercourse with men of the world I 
 have often observed this fault, that, instead of 
 Children should . gathering information from oth-' 
 be seen, not ers, we make it our whole busi- 
 
 ^^'^^'^- ness to give them oiir own, and 
 
 are more concerned how to expose and set out 
 our owQ commodities than how to acquire new. 
 Silence and modesty are excellent qualities in 
 conversation, and one should therefore train up 
 the boy to be sparing and close-handed with 
 what he knows when once acquired, and to re- 
 frain from reproving every idle saying or ridic- 
 ulous story spoken or told in his presence.^" It 
 is a great rudeness to controvert everything that 
 is not agreeable to our palate. Let him be 
 5 
 
38 THE EDUCATION OF CHILDREN. 
 
 satisfied witli correcting himself, and not seem 
 to condemn in others what he would not do 
 himself, nor dispute against common custom. 
 "Licet sapere, sine pompa, sine invidia."** 
 (" Let him be wise without ostentation and with- 
 out envy.") Let him avoid those ancient fash- 
 ions and the childish ambition of trying to 
 appear something better and greater than other 
 people, proving himself in reality something 
 less ; and, as though finding fault were a proof 
 of genius, seeking to found a special reputation 
 thereon. It becomes none but great poets to 
 . , make use of poetic license, so it 
 
 Only great minds ..,,,, ■, » 
 
 should assume IS intolerable that any but men oi 
 unusual great and illustrious souls should 
 
 pnvi eges. :|^^ privileged above the authority 
 
 of custom. "Si quid Socrates et Aristippus 
 contra morem et consuetudinem f ecerunt ; idem 
 sibi ne arbitretur licere ; magis enim illi et 
 divinis bonis hanc licentiam assequebantur." ^ 
 (" If Socrates and Aristippus have transgressed 
 the rules of custom, let him not think he is 
 licensed to do the same, for it was by great 
 and sovereign virtues they obtained this privi- 
 lege.") 
 
 The boy should be instructed not to engage 
 in dispute except with a champion worthy of 
 him and even then not to make use of all 
 
OF THE EDUCATION OP CHILDREN. 39 
 
 tie little subtleties tliat seem suited to his 
 purpose, but only of such, as may best serve 
 him on that occasion. Let him be taught to 
 Train pupils to ^® ^^^^ i^ ^^^ choice of reasons, 
 be fair in to be sure they are pertinent, and 
 
 argument. ^^ ^^^^^ brevity. Above all, let 
 
 him acquiesce and submit to truth as soon as 
 he shall discover it, whether in his opponent's 
 argument or upon better consideration of his 
 own. He will never be raised to any position 
 above others for a mere clatter of words and 
 syllogisms. Nor shall he bind himself to de- 
 fend a cause further than he may approve of it, 
 nor engage in that trade when the liberty 
 of recantation and getting off upon better 
 thoughts are to be sold for ready money. 
 "Neque, ut omnia quae prsescripta et im- 
 perata sint defendat, necessitate ulla cogitur."^^ 
 (" Neither is there any necessity or obligation 
 upon him at all that he should defend all 
 things that are recommended and commanded 
 him.") 
 
 If the tutor be of my humour, he will teach 
 his pupil to be a good and loyal subject to his 
 Patriotism prince, and a most affectionate 
 
 inculcated. ^nd courageous gentleman in all 
 
 that may concern the honour of his sovereign 
 and the good of his country, and endeavour to 
 
40 THE EDUCATION OF CHILDREN. 
 
 suppress in tim tlie desire of having any other 
 tie to his king's service than public duty. Such 
 bonds are inconsistent with the liberty every 
 honest man should possess. A man's judgment* 
 is bribed by particular favours and obligations, 
 and is either blinded and less free to exercise 
 its functions or is blemished with ingratitude. 
 A man purely a courtier has neither power nor 
 wit to speak or to think otherwise than favour- 
 ably of his master, who among so many thou- 
 sand subjects has made choice of him alone. 
 This favour and the profit flowing from it must 
 needs — and not without some show of reason — 
 corrupt his freedom and dazzle his judgment. 
 The language of courtiers differs from that of 
 other men, and in consequence they are not 
 accepted as judges in these matters. 
 
 Let conscience and virtue shine in his 
 speech, and let him have reason for his chief 
 Errors should guidc. Make him understand 
 be frankly that to acknowledge the error he 
 
 ao nowe ge . gjiall discover in his own argu- 
 ment, though only perceived by himself, is an 
 effect of judgment and sincerity, which are the 
 principal things he is to seek after ; that obsti- 
 nacy and contention are common quahties best 
 becoming a mean soul; and that to recollect 
 and to correct himself and to forsake a bad 
 
OP THE EDUCATION OP CHILDREN. 41 
 
 argument in the heat of dispute are noble and 
 rare philosophic qualities.)( 
 
 In company he should have his eye and ear 
 in every corner of the room, for I notice that 
 General *^® places of greatest honour are 
 
 observation of usually taken by the most unwor- 
 great value. ^^^ ^^^ ^^^^ capable, and that 
 
 the greatest fortunes are not always possessed 
 by the best men. I have been present when 
 those at the upper end of the table have been 
 only commending the hangings about the room 
 or the flavour of the wine, while at the lower 
 end many fine things have been lost or thrown 
 away. Let him examine every one's talent — 
 that of a herdsman, a mason, a stranger, or a 
 traveller, A man may learn something from 
 every one of these which he can use at some 
 time or another. Even the folly and weakness 
 of others will contribute to his instruction. By 
 observing the graces and manners of others, he 
 will acquire for himself the emulation of the 
 good and a contempt for the bad. Let an honest 
 curiosity be awakened in him to search out the 
 nature and design of all things. Let him investi- 
 gate whatever is singular and rare about him — 
 a fine building, a fountain, an eminent man, 
 the place where a battle was anciently fought, 
 the passage of Caesar or of Charlemagne. 
 
42 '-THE EDUCATION OP CHILDREN. 
 
 " Quae tellus sit lenta gelu, quae putris ab aestu, 
 Ventus in Italiam qui bene vela ferat."^ 
 
 (" What lands are frozen, what are parched explore, 
 And what wind bears us to the Italian shore.") 
 
 Let him inquire into the manners, reventies, 
 and alliances of princes, things in themselves 
 very pleasant to learn and very useful to know. 
 In this acquaintance of men, my purpose is 
 that he should give his chief attention to those 
 who live in the records of history, 
 cope o IS ory. -^-^ shall by the aid of books in- 
 form himself of the worthiest minds of the best] 
 ages. -History is an idle study to those who 
 choose to make it so, but of inestimable value 
 to such as can make use of it ; the only study, 
 Plato says, the Lacedaemonians reserved to them- 
 selves. Touching this point, what profit may 
 he not reap by reading the Lives of Plutarch ?^ 
 But, above all, let the tutor remember to what 
 end his instruction is directed, and not so much 
 imprint in his pupil's memory the date of the 
 ruin of Carthage as the character of Hannibal 
 and of Scipio; nor so much where Marcellus 
 died as why it was unworthy of his duty that 
 he died there. Let him read history, not as an 
 amusing narrative, but as a discipline of the 
 judgment. It is this study to which, in my 
 opinion, we apply ourselves with the most dif- 
 
OF THE EDUCATION OF CHILDREN. 43 
 
 fering and uncertain measures. I have read a 
 hundred things in Livy that another has not, or 
 has not taken the least notice of ; and Plutarch 
 has read a hundred more than ever I could find, 
 or than, peradventure, the author ever set dovra. 
 To some it is a mere language study, but to 
 others a perfect anatomy of philosophy, by 
 which the most secret and abstruse parts of our 
 human natures are penetrated. There are in 
 Plutarch many discourses vporthy of being care- 
 fully read and observed, for he is, in my opin- 
 ion, the greatest master in that kind of writ- 
 ing; but there are a thousand other matters 
 which he has only touched upon, where he only 
 points with his finger to direct us which way 
 we may go if we will. He contents himseK 
 sometimes with only giving one brief touch to 
 the main point of the question, and leaves the 
 rest for us to find out for ourselves. For ex- 
 ample, he says : " The inhabitants of Asia come 
 to be vassals of one only, not being able to 
 pronounce the syllable No."^" This saying of 
 his gave perhaps both subject and occasion to 
 my friend La Boetie ^ to write his Voluntary 
 Servitude. To Plutarch, a slight action in a 
 man's life or a word that seems of little impor- 
 tance to others will serve for a whole discourse. 
 It is a pity men of understanding should so 
 
44 THE EDUCATION OF CHILDREN. 
 
 often affect brevity ; no doubt their reputation 
 is the better for it, but we the worse. Plutarch 
 would rather have us applaud his judgment 
 than commend his knowledge, and would rather 
 leave us with an appetite for more, than glutted 
 with what we have already read. He knew 
 very well that a man may say too much upon 
 even the best subjects, and that Alexandrides 
 did justly reprove him who made very elegant 
 but long speeches. "O stranger," he said, 
 "you speak what you should, but not in the 
 way you should."^ Such as have lean bodies 
 stuff themselves out with clothes ; so they who 
 are defective in matter endeavour to make 
 amends with words. 
 
 Human understanding is marvellously en- 
 lightened by daily conversation with men and 
 Broadening influ- by travelling abroad. In our- 
 enee of travel. sclves wc are dull and stupid, and 
 have our sight limited to the end of our nose. 
 When Socrates was asked of what country he 
 was, he did not answer, " Of Athens," but " Of 
 the world." ^^ His imagination was rich and 
 expansive, and he embraced the whole world 
 for his country, extending his society, his friend- 
 ship, his knowledge to all mankind, not as we 
 do, who look no farther than our feet. When 
 the vines of our village are nipped by frost, 
 
OP THE EDUCATION OP CHILDREN. 45 
 
 the parish priest immediately concludes that 
 the wrath of God hangs over our head and 
 threatens all mankind, and says that the canni- 
 bals have already got the pip. Who is it, see- 
 ing these civil vi^ars of ours, does not cry out 
 that the machine of the world is upsetting and 
 that the day of judgment is at hand, never re- 
 membering that there have been many worse 
 revolutions, and that in the meantime people 
 are very happy in ten thousand other parts of 
 the earth and never think of us. For my part, 
 considering the license that always attends such 
 commotions, I wonder they are so moderate 
 and that there is no moi'e mischief done. He 
 who feels the hailstones upon his head thinks 
 the whole hemisphere to be in storm and tem- 
 pest; like the ridiculous Savoyard, who said 
 very gravely "that if the King of France had 
 managed well he might in time have come to 
 be the steward in the household of the duke 
 his master." In his shallow imagination he 
 could not conceive how any one could be greater 
 than the Duke of Savoy. In truth, we are all 
 addicted to this error, an error of very perni- 
 cious consequence. But whoever shall repre- 
 sent to his fancy, as in a picture, that great 
 image of our mother l^ature attired in her 
 richest robes, sitting on the throne of her 
 
46 THE EDUCATION OF CHILDREN. 
 
 majesty, and in her visage shall read so general 
 and so constant a variety ; whoever shall ob- 
 serve himself in that picture, and not himself, 
 but a whole kingdom, no bigger than the least 
 touch of a pencil compared with the whole — that 
 man alone is able to value things according to 
 their true estimate and grandeur. 
 
 This great world, which some multiply as 
 several specie^ under one genus, is the true 
 mirror wherein we must look in 
 order to know ourselves as we 
 should. In short, I would have this to be the 
 book my young gentleman should study with 
 most attention. Many strange humours, many 
 sects, many judgments, opinions, laws, and cus- 
 toms, teach us to judge rightly of our own ac- 
 tions, to correct our faults, and to inform our 
 understanding, which is no trivial lesson. y\So 
 many changes of states and kingdoms, so many 
 falls of princes and revolutions of public opin- 
 ion, ought to teach us not to wonder at our own. 
 So many great names, so many famous victories 
 and conquests swallowed in oblivion, render 
 ridiculous the hope of immortalizing our names 
 by taking half a score light horse, or a paltry 
 turret which is only known by its fall. The 
 pride and arrogance of so many foreign pomps 
 and ceremonies, the inflated majesty of so many 
 
OF THE EDUCATION OF CHILDREN. 47 
 
 courts, accustom and fortify our sight to behold 
 the lustre of our own without blinking. The 
 many millions of men laid in their graves be- 
 fore us encourage us not to fear or be dismayed 
 to go and meet such good company in the other 
 world. 
 
 Pythagoras was wont to say that our life re- 
 sembles the great and populous assembly of the 
 Pythagoras com- Olympic games. Some exercise 
 pares life to the the body for glory, others carry 
 Olympic games, merchandise to sell for profit; 
 there are also some, and not the worst sort 
 either, who seek after no other advantage than 
 to look on and consider how and why every- 
 thing is done, and to be inactive spectators of 
 the lives and actions of other men, thereby the 
 better to judge of and to regulate theil- own.^" 
 
 As examples, philosophic discourses may be 
 Relation of phiio:- ^^keu, to which all human action, 
 sophicai exam- as to their best rule, ought to be 
 pies to life. especially directed : 
 
 " Quid fas optare, quid asper 
 Utile uummus habet ; patrise carisque propinquis 
 Quantum elargiri deceat ; quern te Deus esse 
 Jussit, et humana qua parte locatus es in re ; 
 Quid summus, aut quidnam victuri gignimur.' 
 
 . " 31 
 
 (" Think what we are, and for what ends designed ; 
 How we may best through life's long mazes wind ; 
 
48 THE EDUCATION OP CHILDREN. 
 
 What we should wish for ; how we may discern 
 The bounds of wealth and its true uses learn ; 
 How fix the portion which we ought to give 
 To friends, relations, country ; how to live 
 As fits our station ; and how best pursue 
 What God has given us in this world to do.") 
 
 In these examples^ man shall learn what it 
 is to know, and what'it is to be ignorant ; what 
 ought to be the end and design of study ; what 
 valour, temperance, and justice are ; what dif- 
 ference there is between ambition and avarice, 
 bondage and freedom, license and liberty ; by 
 what token a man may know true and solid 
 content ; to what extent one may fear and ap- 
 prehend death, pain, or disgracej7 
 " Bt quo quemque modo f ugiasque ferasqCie laborem." ^^ 
 (" And what you may avoid, and what must undergo.") 
 
 He shall also learn what secret springs move 
 us, and the reason of our various irresolutions ; 
 /or, I think, the first doctrines with which one 
 \|easons his understanding ought to be those 
 that rule his manners and direct his sense ; 
 that teach him to know himself, how to live 
 and how to die well^Among the liberal studies 
 let us begin with those which make us free ; 
 Train for uot that they do not all serve in 
 
 practical Ufe. gome measure to the instruction 
 and use of life, as do all other things, but let 
 us make choice of those which directly and pro- 
 
OP THE EDUCATION OP CHILDREN. 49 
 
 fessedly serve to that end. If we were once 
 able to restrain the offices of human life within 
 their just and natural limits, we should find 
 that most of the subjects now taught are of no 
 great use to us ; and even in those that are use- 
 ful there are many points it would be better to 
 leave alone, and, following Socrates' direction, 
 limit our studies to those of real utility .^^ 
 
 " Sapere aude, 
 Incipe qui recte vivendi prorogat horam, 
 Eusticus exspectat, dum defluat amnis ; at ille 
 Labitur et labetur in omne volubilis sevum." ^' 
 
 (" Dare to be wise, and now begin ; the man who has it 
 in his power 
 To practice virtue, and puts off the hour, 
 Waits, like a clown, to see the brook run low, 
 Which onward flows, and will forever flow.") 
 
 Uggiggg It is mere foolishness to teach 
 
 knowledge. our children, 
 
 " Quid moveant Pisces, animosaque Signa Leonis, 
 Lotus et Hesperia quid Capricornus aqua," '* 
 
 (" What influence Pisces and fierce Leo have, 
 Or Capricornus in the Hesperian wave,") 
 
 the knowledge of the stars and the motion of 
 the eighth sphere before their own. 
 
 " Ti TrXeidSea-cri Kafioi ] 
 Ti S' Sucrrpda-w ySoiarcm ; " 3' 
 (« How swift the seven sisters' motions are, 
 
 Or the dull churls how slow, what need I care ? ") 
 
50 THE EDUCATION OP CHILDREN. 
 
 Anaximenes, writing to Pyttagoras, said, " To 
 what purpose should I trouble myself in search- 
 ing out the secrets of the stars, having death 
 or slavery continually before my eyes ? " ^ for 
 the kings of Persia were at that time prepar- 
 ing to invade his country. Every one ought 
 to say, " Being assailed, as I am, by ambition, 
 avarice, tementy, and superstition, and having 
 within so many enemies of life, why should I 
 bother my head about the world's revolu- 
 tions ? " 
 
 After having taught our pupil what will 
 make him wise and good, you may then teach 
 Method of him the elements of logic, phys- 
 
 instruction. {gg^ geometry, and rhetoric. After 
 
 training, he will quickly make his own that sci- 
 ence which best pleases him. He should be 
 instructed sometimes by a talk, sometimes by 
 reading. At times the tutor should put the 
 author himself into his hands, at other times 
 give him only the pith and substance of it. 
 And if the tutor does not know enough about 
 books to refer the pupil to the choicest parts, 
 a literary man might be employed to assist in 
 this matter. Who can doubt that this way of 
 teaching is much more easy and natural than 
 that advocated by Gaza,^'' in which the precepts 
 are so intricate and so harsh, and the words so 
 
OF THE EDUCATION OF CHILDREN. 51 
 
 vain, empty, and insignificant, that there is no 
 substance in them, nothing to quicken and ele- 
 vate the wit and fancy. According to my 
 method of teaching, the mind has something to 
 feed upon and to digest. The fruit, therefore, 
 will not only be much finer, but will also ripen 
 earlier. 
 
 It is a thousand pities that matters should 
 be at such a pass, in this age of ours, that phi- 
 study should not losophy, evcu with men of under- 
 be made difficult, standing, is looked upon as vain 
 and fantastic, a thing of no use, no value, either 
 in opinion or effect. And I think these soph- 
 ists, by making the study difficult, are to blame 
 for this state of affairs. People do wrong to 
 represent it to children as an extremely diffi- 
 cult task, and set it forth with such a frowning, 
 grim, and formidable aspect. Who has dis- 
 guised her with this false, pale, and hideous 
 countenance ? There is nothing more airy, 
 more gay, more frolicsome. She presents noth- 
 ing to our eyes and preaches nothing to our ears 
 but feasting and joUity. A sad and melancholy 
 look shows she does not live there. Demetrius, 
 the grammarian, finding in the Temple of Del- 
 phi a knot of philosophers chattering together, 
 said to them : " Either I am much deceived, or, 
 by your cheerful and pleasant countenances, you 
 
52 THE EDUCATION OP CHILDREN. 
 
 are engaged in no very deep discourse," ^ To 
 this, one of them, Heracleon, the Megarean, re- 
 plied : " It is for such as puzzle their brains in- 
 quiring whether the future tense of ^aXKto shall 
 be spelled with a double X, or who hunt after 
 the derivation of the comparatives x"/'*"' ^'^^ 
 ^ekriov, and the superlatives p^etJota-Toi/ and /SeV 
 Tiarov, to knit their brows while discussing their 
 subject. Philosophical discourses always amuse 
 and cheer those that treat of them, and never 
 deject people or make them sad." 
 
 Deprendas animi tormenta latentis in asgro 
 Corpore, deprendas et gaudia : sumit utrumque 
 Inde habitum facies.^' 
 
 (« For still we find 
 The face the unerring index of the mind, 
 And as this feels or fancies joys or voes, 
 That pales with anguish, or with rapture glows.") 
 
 The mind that harbours philosophy ought 
 by reason of her sound health to make the body 
 sound and healthy too. She ought to make her 
 tranquillity and satisfaction shine, and her con- 
 tentment ought to fashion the outward be- 
 haviour to her own mould, to fortify it with a 
 graceful confidence, an active and joyous car- 
 riage, and a serene and contented countenance. 
 The most certain sign of wisdom is a continual 
 
OP THE EDUCATION OF CHILDREN. 53 
 
 eheerfulness. Her state is like that of things 
 in the regions above the moon, always clear 
 and serene. It is Baroco and Baralipton^ 
 that make their followers so base and ill-fa- 
 voured, and not philosophy, whom they know 
 only by hearsay. It is she who calms and ap- 
 peases the storms of the soul, and teaches mis- 
 ery, famine, and sickness to laugh, not because 
 of some imaginary epicycles, but by natural and 
 manifest reasons. Philosophy aims at nothing 
 but virtue, which is not, as the Schoolmen say, 
 situated upon the summit of a steep, rugged, 
 and inaccessible precipice. On the contrary, 
 those who have approached her say she is seated 
 in a fair, fruitful, and flourishing plain, whence, 
 as from a high watch tower, she surveys all 
 things, to which any one may come if he knows 
 the way, through shady, green, and sweet-scent- 
 ed walks ; by a pleasant, easy, and smooth as- 
 cent, like that of the celestial arches. Some who 
 are not acquainted with this supreme, beautiful, 
 and courageous virtue, this implacable enemy 
 to anxiety, sorrow, fear, and constraint, have 
 followed their own weak imagination, and have 
 created this ridiculous, this sorrowful, terrible 
 counterfeit of it, placed it upon a solitary rock, 
 and made of it a hobgoblin to frighten people 
 who dare approach. 
 
64 THE EDUCATION OF CHILDREN. 
 
 Now the tutor whom I would have, know- 
 ing it to be his duty to arouse affection as well 
 The practice of ^s reverence for virtue, should 
 virtue is toach his pupil that the poets ^^ 
 
 pleasurable. }iave always accommodated them- 
 selves to public feeling, and will therefore im- 
 press upon his charge that the gods have plant- 
 ed far more toil in the avenues which lead to 
 pleasure than in those which wUl take him to 
 wisdom. When the pupil begins once to ap- 
 prehend this the tutor should present to him 
 for a mistress a Bradamante or an Angelica — *^ 
 a natural, active, generous, manly beauty, in- 
 stead of soft, artificial, simpering, and affected 
 charms : the one in the habit of an heroic 
 youth with glittering helmet on her brow, the 
 other tricked out with curls and ribbons. He 
 will then judge whether his affection be brave 
 and manly, and quite contrary to that of the 
 effeminate shepherd of Phrygia. 
 
 Such a tutor will make his pupil feel that 
 the height and value of true virtue consist in 
 Office of true the facility, utility, and pleasure 
 '^^^^^^- of its exercise ; so far from diffi- 
 
 cult that children as well as men, the simple 
 as well as the wise, may make it their own ; 
 and that by order and good conduct, not by 
 force, is virtue to be acquired. Socrates, her 
 
OF THE EDUCATION OE CHILDREN. 55 
 
 first favourite, was so averse to all manner of 
 violence as to throw it all aside and naturally 
 to slip, into her path of progress. Virtue is 
 the foster-mother of all human pleasures, who, 
 in rendering themjust, j^enders^-them also pure 
 and permanent ; in moderating thien i_keepa-th.em — 
 in breath and appetite. By refusing some, she 
 whets our appetite for those she allows, and, 
 like a kind and liberal mother, gives all that 
 Nature requires even to satiety, if not to sur- 
 feit. We ought not to say that the regimen 
 that stops the toper before he has killed himself, 
 the glutton before he has ruined his stomach, 
 the debauchee before he needs a surgeon, is an 
 enemy to pleasure. If the ordinary fortune 
 fail, virtue does without, or frames another, 
 wholly her own, not so fickle and unsteady. 
 She can be rich, potent, and wise, and knows 
 how to lie upon a soft and perfumed couch. 
 She loves life, beauty,, glory, and health,. But 
 fief "proper and peculiar office is to_knowJiasE-._. 
 to make a wise use "of all these good things, 
 and how to part with them without concern — 
 arT office more noble than troublesome, but 
 without which the whole course of life is un- 
 natural, turbulent, and deformed. There it is, 
 indeed, that men may justly represent those 
 monsters upon rocks and precipices. 
 
66 THE EDUCATION OF CHILDREN. 
 
 If the pupil should happen to be of such a 
 
 contrary disposition that he prefers an idle tale 
 
 to the true story of some noble ex- 
 
 Children should i , i 
 
 be educated pcditiou ; who at the beat 01 the 
 according to drum that excites the youthful 
 
 their ability. n j i • • i 
 
 ardour oi his companions leaves 
 that to follow another that calls to a bear dance 
 or to tumbling, juggling tricks, or who does 
 not find it more delightful to return all weary 
 and dusty from a victorious combat than from 
 a tennis game ; for such a one I see no remedy^' 
 except to bind him as apprentice to make mince 
 pies, even though he be the son of a duke. I 
 Mieve wit h Plato, that children are to be placad- 
 inlite not ac cordingto the condition of the_ 
 father, b ut according to th eir own c apacity.^ 
 
 "Since it is philosophy that teachesus how 
 Philosophy *^ ^^^^> ^^^ since infancy as well 
 
 adapted to early as other ages finds there its les- 
 instruotion. ^^^^^ ^^^ should it not be com- 
 
 municated to children ? 
 
 " TJdum et moUe lutum est ; nunc, nunc properandus, 
 et acri, 
 Figendus sine fine rota."*' 
 
 (" The clay is moist and soft ; now, now make haste 
 And form the vessel, for the wheel turns fast.") 
 
 We are taught to live when our lives are 
 almost over. A hundred students have become 
 
OF THE EDUCATION OF CHILDREN. 57 
 
 diseased before they are ready to read Aris- 
 ^tle^s^T^atise^^^^TeEQ^CTance. Cicero said 
 "tEat though, he should live two men's ages, he 
 should never find leisure to study lyric poets. 
 I find the Sophists yet more deplorably un- 
 profitable. The youth we would train has 
 little time to spare ; he owes but the first flf-, 
 teen^^jixteen^ySxalSI^Ilif e Ja_ Ms-tutor, 
 "the remainder is due to action. Let us em- 
 ploy that short time in necessary instruction, 
 i^way with your crabbed, logical subtleties; 
 they are abuse8,_things byi which our lives can 
 never be made better. Take the plain discourse 
 of philosophy, first learn how to choose, then how 
 to apply. Philosophy has discourses equally 
 proper for children and old age.^^ Taught in 
 the proper manner, they are more easily under- 
 stood than one of Boccaccio's tales. A child 
 first weaned is more capable of learning them 
 than of learning to read and write. 
 
 I am inclined to think with Plutarch, that 
 Aristotle did not trouble his great pupil so 
 Aristotle's ^^i^ch with syllogisms or with 
 
 Saining of geometry as with precepts con- 
 
 Aiexander. cerning valour, prowess, magna- 
 
 nimity, temperance, and the contempt of fear. 
 "With such training Aristotle sent him, while 
 yet a boy, with no more than thirty thousand 
 
58 THE EDUCATION OP CHILDREN. 
 
 foot, four thousand horse, and forty thousand 
 crowns, to conquer the whole world. As for 
 the other arts and sciences, Alexander, he says, 
 highly honoured them and commended their 
 excellence, but did not care to practice them 
 himself. 
 
 " Petite hinc, juvenesque senesque, 
 Fiuem animo certum, miserisque yiatica canis." *' 
 
 (" Seek there both old and young, from truths like 
 these, 
 That certain aim which life's last cares may ease.") 
 
 Epicurus, in the beginning of his letter to 
 Menoeceus, says that "neither the youngest 
 Danger of too should refuse to phHosophize, nor 
 much book- the eldest grow weary of it,"*^ 
 
 study. Who does otherwise tacitly im- 
 
 plies that either the time of living happily is 
 not yet come or is already past. Yet, for all 
 that, I would not have this pupil of ours im- 
 prisoned and made a slave to his book, nor 
 have him acquire the morose and melancholy 
 disposition of a sour, ill-natured pedant. I 
 would not have his spirit cowed and subdued 
 by tormenting him fourteen or fifteen hours a 
 day, as some do, making a pack horse of him. 
 Neither should I think it good to encourage an 
 abnormal taste for books, if it be discovered 
 that he is too much addicted to reading. Too 
 
OF THE EDUCATION OP CHILDREN. 59 
 
 mucL. study diverts him from better employ- 
 ment, and renders him unfit for the society of 
 men. Many a time have I seen men totally 
 useless on account of an immoderate thirst for 
 knowledge. Carneades ^^ was so besotted with 
 it that he could not find time to cut his nails 
 or comb his hair. Neither would I have the 
 noble manners of my pupil spoiled by the in- 
 civility and barbarity of other people, French 
 wisdom was anciently turned into a proverb, 
 "Early, but does not continue." Nothing can 
 be prettier than the children of France, but 
 they ordinarily deceive the hopes and expec- 
 tations of parents, and grow up to be men of 
 very ordinary ability. I have heard men of 
 good understanding insist that these colleges 
 of ours make our children the animals they 
 turn out to be.^" But to our young friend, a 
 closet, a garden, the table, his bed, solitude, 
 company, morning and evening — all hours and 
 all places of study shall be the same. 
 
 Philosophy, as the former of Judgment 
 and manner, should be his principal lesson. 
 Philosophy in its ^nd should regulate everything, 
 relation to life Isocrates the orator was once at 
 the chief study. ^ f^^^^^ ^^^ invited to speak of 
 
 his art. " It is not now a time," said he, " to 
 do what I can do, and what I should do I can 
 
60 THE EDUOATIOX OP CHILDEBN. 
 
 not do."^' Every one commended Ms answer. 
 To make orations or to enter into rhetorical 
 dispute, in a company met together to laugh 
 and to enjoy good cheer, would be very un- 
 reasonable and improper. As much might be 
 said of all other learning. But as to philoso- 
 phy, especially that part which treats of man 
 and his duties, it is the unanimous opinion of 
 all wise men that, on account of the sweetness 
 of her conversation, she ought to be admitted 
 to all sports and entertainments. Plato hav- 
 ing invited her to his feast, we see in what a 
 gentle and obliging manner she accommodated 
 herself both to time and place, and entertained 
 the company in a discourse of the sublimest 
 nature. 
 
 " ^que pauperibus prodest, locnpletibus eeque, 
 ^que negleotum pueris senibusque nocebit." ^* 
 
 (" It profits poor and rich alike ; and when 
 Neglected, to old and young is hurtful then.") 
 
 By this method of instruction my young 
 pupil will be much better employed than those 
 The whole man ^^^ ^^ at college. The steps we 
 should be take in walking to and fro in a 
 
 rame . gallery, though they are three 
 
 times as many, do not weary us so much as 
 those we take in a formal journey ; so our les- 
 
OF THE EDUCATION OF CHILDREN. 61 
 
 sons, occurring as it were accidentally, wittout 
 any set obligation of time and place, and falling 
 in naturally witli every action, wUl be learned 
 as a pleasure, not as a task. Our very exer- 
 cises and recreations, running, wrestling, danc- 
 ing, hunting, riding, and fencing, will be a part 
 of his study. I would have his manners, be- 
 haviour, and bearing cultivated at the same timq 
 with his mind. It is not the mind, it is not/ 
 the body we are training : it is the man, and 
 we must not divide him into two parts. Plato 
 says we should not fashion one without the 
 other, but make them draw together like two 
 horses harnessed to a coach. By this saying 
 would it not indicate that he would rather give 
 more care to the body, believing that the mind 
 is benefited at the same time ? ^^ 
 
 As to the rest, this method ought to be car- 
 ried on with a firm gentleness, quite contrary to 
 the practice of our pedants, who, 
 
 study to be . ^^ J J, . J.- ^ 1 • 
 
 made pleasant, instead of temptmg and aJlunng 
 butefleminacy children to study, present noth- 
 avoided. .^^ before them but rods and 
 
 ferules, horror and cruelty. Away with this 
 violence ! away with this compulsion ! nothing, 
 I believe, more dulls and degenerates a well- 
 bom nature. If you would have a child fear 
 shame and punishment, do not harden him to 
 
62 THE EDUCATION OP CHILDREN. 
 
 them. Accustom him to heat and cold, to wind 
 and sun, and to dangers that he ought to de- 
 spise. Wean him from all effeminacy in eat- 
 ing and drinking, clothes and lodging, that he 
 may not be a gay feUow, a dude, but a hardy, 
 sinewy, and vigorous young man. I have been 
 of this opinion all my life, and still hold to it. 
 •^The strict government of our colleges has 
 always displeased me;^* less harm would have 
 College discipline been done had they erred on the 
 too rigorous. indulgent side. They are mere 
 jails, where youths are corrupted by being pun- 
 ished before they have done any wrong. Go 
 into one of these institutions during lesson 
 hours, and you hear nothing but the outcries 
 of boys being punished and the thundering of 
 pedagogues drunk with fury. A pretty way 
 it is to tempt these tender and timorous souls 
 to love their books — a furious countenance, rod 
 in hand ! O wicked and pernicious maimer of 
 teaching ! Besides, Quintilian ^^ has well ob- 
 served that this insolent authority is often at- 
 tended by dangerous consequences, particular- 
 Make school-life ly in the matter of punishments. 
 pleasant. How much more respectable it 
 
 would be to see our classrooms strewn with 
 green boughs and flowers than with bloody 
 birch rods. Were it left to my ordering, I 
 
OF THE BDUCATIOK OF CHILDKEK. 63 
 
 should paint the sctool witli pictures of Joy 
 and gladness, Flora and the Graces, as the phi- 
 losopher Speusippus^" did his. Where their 
 profit is there should also be their pleasure. 
 Such viands as are proper and wholesome for 
 children should be seasoned with sugar, and 
 such as are dangerous with gall. It is inter- 
 esting to see how careful Plato is, in framing 
 the laws, to provide for the recreation of the 
 youths of his city.^^ He enlarges upon the 
 races, sports,, leaps, songs, and dances ; he said 
 antiquity had given the ordering of these to 
 Apollo, Minerva, and the Muses. He insists 
 upon a thousand exercises for both mind and 
 body, but says very little of the learned sci- 
 ences, and seems to recommend poetry only on 
 account of the music. j\ 
 
 All oddity of manner and self-consciousness 
 should be avoided as obnoxious to society. 
 Singularity of Who is uot astonished at a man 
 manners to be like Dcmophoon, Steward of Alex- 
 avoided, ander the Great, who perspired 
 in the shade and shivered in the sun. I have 
 seen those who would run from the smell of 
 apples quicker than from an arquebuse ; others 
 are afraid of a mouse ; others become sick at 
 the sight of cream; others faint at seeing a 
 feather bed shaken. There was Germanicus 
 
64 THE EDUCATION OP CHILDBBN, 
 
 who could endure neither the sight nor the 
 crowing of a cock. Perhaps there may be some 
 occult cause for aversions of this kind, but, in 
 my opinion, a man might conquer them if he 
 took them in time. Training has been effec- 
 tual in my case ; excepting beer, my appetite ac- 
 commodates itself to all kinds of diet. 
 
 Young bodies are supple, one should there- 
 fore bend them to fit all fashions and customs. 
 Cultivate adapt- Provided he can restrain the ap- 
 abiiity. petite and the will within limits, 
 
 let a young man accustom himself to all nations 
 and companies, even to debauchery and excess, 
 if he do so simply out of regard to the customs 
 of a place. Let him be able to do everything, 
 but love to do nothing but what is good. The 
 philosophers themselves do not commend Calis- 
 thenes for losing the favour of his master Alex- 
 ander, by refusing to pledge him in a glass of 
 wine. Let the young man laugh, carouse, and 
 debauch with his prince; I would have him, 
 even in his excesses, surpass his companions in 
 ability and vigour, so that he may not refrain 
 from such pleasures through lack of power or 
 knowledge, but for lack of will. " Multum in- 
 terest, utrum peccare aliquis nolit, aut nesciat." ^* 
 ("There is a vast difference between forbear- 
 ing to sin and not knowing how to sin.") 
 
OF THE EDUCATION OP CHILDREN. 65 
 
 I once complimented a lord — as free from 
 these excesses as any man in France — by ask- 
 ing him before a large company how many 
 times he had been drunk in Germany while 
 there on a special mission for his Majesty. He 
 took it as I intended he should, and answered, 
 "Three times," telling us the circumstances. 
 I know some who, for want of this faculty of 
 adjustment, have great difficulty in treating 
 with that nation. I have often admired the 
 wonderful versatility of Alcibiades, who could 
 adapt himself to any customs without injury 
 to his health. He could outdo the Persians in 
 pomp and luxury, the Lacedsemonians in aus- 
 terity and frugality, and could be as temperate 
 in Sparta as voluptuous in Ionia. 
 
 " Omnis Aristippum decuit color, et status et res." ^° 
 
 (" Old Aristippus every dress became, 
 
 In every state and circumstance the same.") 
 
 Such a one I would make my pupil. 
 
 " Quern duplici panno patientia velat, 
 Mirabor, vitse via si conversa decebit. 
 
 Personamque feret non inconcinnus utramque." '" 
 
 (" But that a man whom patience taught to wear 
 A coat that's patched, should even learn to bear 
 A changed life with decency and grace, 
 May justly, I confess, our wonder raise.") 
 
66 THE EDUCATION OF CHILDREN. 
 
 These are my lessons, and he who puts them in 
 practice will reap more advantage than he who 
 only listens to them. 
 
 "The gods forbid," says one in Plato, "that 
 
 to philosophize should be only to read a great 
 
 many books and to learn the arts." 
 
 Learn to live. /, tt t • 
 
 "Hanc amplissimam omnmm ar- 
 tium bene vivendi disciplinam, vita magis quam 
 Uteris, persecuti sunt." ^^ (" The best of all 
 arts — ^that of living well — they followed in 
 their lives rather than in their learning.") Leo, 
 prince of the Philiasians, asked Heraclides®* 
 Ponticus of what art or science he made pro- 
 fession. "I know," said he, "neither art nor 
 science, but I am a philosopher." Some one 
 reproved Diogenes for being ignorant and 
 meddling with philosophy. He answered, "I 
 therefore pretend to it with so much the more 
 reason." Hegesias once requested Diogenes to 
 read him a certain book, at which the philoso- 
 pher said : " You are an amusing person. You 
 choose figs that are true and natural, not those 
 that are paint6d ; why do you not also choose 
 exercises which are natural and true rather 
 than those written ? " ^^ 
 
 A boy should not so much memorize his 
 lesson as practice it. Let him repeat it in his 
 actions. We shall discover if there be pru- 
 
OF THE EDUCATION OF CHILDREN. 67 
 
 deuce in him by his undertakings; goodness 
 and justice, by his deportment ; grace and judg- 
 " Actions speak ment, by his speaking; fortitude, 
 louder than by his sickness ; temperance, by 
 ^°'' ^' his pleasures ; order, by the man- 
 
 agement of his affairs ; and indifference, by his 
 palate, whether what he eats and drinks be 
 flesh or fish, wine or water. " Qui disciplinam 
 suam non ostentation em scientise, sed legem 
 vitsB putet ; quique obtemperet ipsi sibi ; et 
 decretis pareat." ^ (" Who considers his own 
 learning not as idle show, but as a law and rule 
 of life, and obeys his own decrees and follows 
 the course laid out by himself.") The conduct 
 of our lives is the true mirror of our doctrine. 
 Zeuxidamus, to one who asked him why the 
 Lacedaemonians did not write down their laws 
 of chivalry and have their young men read 
 them, replied, "Because we would rather ac- 
 custom them to deeds than to writings." With 
 such a one compare, after fifteen or sixteen 
 years of study, one of our college Latinists, 
 who has thrown away all his time in learning 
 to speak. The world is nothing but babble, 
 and I have never yet seen a man who did not 
 say too much rather than too little. And yet 
 half our life goes this way. We are kept 
 four or five years learning words and tacking 
 
68 THE EDUCATION OP CHILDREN. 
 
 them together into phrases, as many more to 
 combine these into paragraphs, and another five 
 is spent in learning how to weave them to- 
 gether into an intricate and rhetorical style. 
 Let us leave such work to those who make it a 
 trade. 
 
 Going one day to Orleans, I met in the 
 plain this side of Clery two pedants travelling 
 Pedantry ridi- to Bordeaux. They were about 
 '^^^^^- fifty paces apart, and a consider- 
 
 able distance behind I saw a troop of horse 
 with a gentleman at the head of them, the late 
 Monsieur le Comte de la Kochef oucauld. One 
 of my servants inquired of the first of these 
 pedants who it was that was coming. Not 
 having seen the train, and thinking my servant 
 meant his companion, he answered, " He is not 
 a gentleman, but a grammarian, and I am a 
 logician." On the contrary, we do not wish to 
 make a grammarian, nor a logician, but a gen- 
 tleman, so let us leave them to throw away 
 their time ; we have other business. 
 
 Let our pupil be furnished with things- 
 words will come only too fast ; if they do not 
 Tilings before come readily, he will reach after 
 words. tijgjjj_ I have heard some make ex- 
 
 cuses because they can not express themselves, 
 and pretend to have their heads full of a great 
 
OF THE EDUCATIOlSr OF CHILDREN. 69 
 
 many very fine things whicli for want of words 
 they can not bring out. Do you know what I 
 think of such people ? I think they are noth- 
 ing but shadows of imperfect images; they 
 have no thoughts within, and consequently can 
 not bring any out. They do not know them- 
 selves what they are trying to say, and if you 
 notice how they haggle and stammer, you will 
 soon conclude their pretensions to learning are 
 downright false. For my part I hold, and 
 Socrates is positive in it, that whoever has in 
 his mind a clear and vivid idea, will express it 
 well enough in one way or another ; and if he 
 be dumb, by signs. 
 
 " Verbaque proTisam rem non invita sequentur." '^ 
 
 (" When matter they foreknow, 
 "Words voluntarily flow.") 
 
 And another as poetically says in prose, " Quum 
 res animum occupavere, verba ambiunt."^^ 
 ("When things are once in the mind words 
 offer themselves.") And this other, "Ipsse 
 res verba rapiunt." ^"^ (" The things them- 
 selves force words to express them.") He 
 knows no more of ablative, conjunctive, sub- 
 stantive or grammar than his lackey or a fish- 
 wife of the Petit-Pont ; and yet he will give you 
 your fill of talk, and perhaps stumble as little 
 
70 THE EDUCATION OF CHILDREN. 
 
 in his language as the best masters of art in 
 France. He knows no rhetoric, nor how in a 
 preface to capture the good-will of the courte- 
 ous reader ; nor does he greatly care to know. 
 Indeed, all this fine sort of painting is easily 
 obscured by the lustre of simple truth ; these 
 ingenious fl.ourishes serve only to amuse the 
 vulgar who are themselves incapable of more 
 solid and nutritive diet, as Aper very plainly 
 shows in Tacitus."^ The ambassadors of Samos, 
 prepared with a long eloquent oration, came to 
 Cleomenes, King of Sparta, to urge him to 
 make war against the tyrant Polycrates. The 
 king heard their harangue with much gravity 
 and patience, and then gave them this short 
 answer : " As to your exordium, I remember it 
 not ; the middle of your speech I have forgot- 
 ten ; and as to your conclusions, I will not do 
 as you desire." 8' This was a fine answer, I 
 think, and no doubt the learned orators were 
 much mortified. Here is another instance : 
 The Athenians were to choose one of two 
 architects for a great building they proposed 
 to erect. The first, an affected fellow, offered 
 his services in a long premeditated discourse, 
 and by his oratory inclined the people in his 
 favor ; the other simply remarked, " Lords of 
 Athens, what this man has said, I will do." ™ 
 
OP THE BDUCATIOK OF CHILDREN. 71 
 
 When Cicero's eloquence was at its height 
 many were struck with admiration ; but Oato 
 only laughed - at it, saying, " We have a pleas- 
 ant Consul." ''^ A cunning argument or a witty 
 saying, whether before or after a speech, is never 
 out of place. If it fits in neither with what 
 went before nor comes after, it is good in itself, 
 I am not one of those who think good rhyme 
 makes good poetry. Let the writer make a 
 long syllable short, if he will, it is no great 
 matter. If the thinking be true and good 
 judgment has been exercised, I will say of 
 such a one, Here is a good poet but a poor 
 versifier. 
 
 " BmunctEe naris, durus componere versus."''* 
 
 (" He rallied with a gay and easy air, 
 
 But rude his numbers and his style severe.") 
 
 Again, Horace says that a man should divest 
 his work of all artificiality. 
 
 "Tempora certa modosque, et quod prius ordine 
 verbum est 
 Posterius facias, prsponens ultima primis, 
 
 Invenias etiam disjecti membra poetse."''^ 
 
 (" Let tense and mood and words be all misplaced, 
 Those last that should be first, those first the last ; 
 Though all things be thus shuffled out of frame, 
 You'll fimd the poet's fragments not to blame.") 
 
72 THE EDUCATION OF CHILDEEST. 
 
 He will receive no censure thereby ; the work 
 will be fine in itself. This is what Menander 
 inveDtion the ^eant in his answer to a friend 
 true test of who rcproved him for not having 
 
 P°^^^y- a word of the comedy he had 
 
 promised in a few days. "It is all ready," he 
 said, "all but the verses." Having arranged 
 the plot and disposed of the scenes, he cared 
 little for the rest. Since Ronsard and Du 
 Bellay have given reputation to our French 
 poetry, every little dabbler swells his words 
 as high and makes cadences almost as har- 
 monious as they. " Plus sonat, quam valet." ''* 
 (" More sound than sense.") There were never 
 so many poetasters as now ; but though they 
 find it no hard matter to rhyme nearly as well 
 as their masters, yet they fall altogether short 
 of the rich description of the one, and the deli- 
 cate invention of the other. 
 
 But what will become of our young gen- 
 tleman if he be attacked with the sophistic 
 So histieai subtlety of some syllogism ? 
 
 subtleties un- " A Wcstphaliau ham makes a 
 worthy of serious man drink; drink quenches 
 thirst; therefore a Westphalian 
 ham quenches thirst." ''^ Why, let him laugh at 
 it, and thereby show more sense than if he at- 
 tempted to answer it. Or let him borrow this 
 
OF THE EDUCATION OF CHILDREN. 73 
 
 pleasant evasion from Aristippus : " Why 
 should I untie that which, even bound, gives 
 me so much trouble?"™ A person once 
 using these delicate jugglings against Cleanthes, 
 Chrysippus cut him short with, " Reserve these 
 tricks for children, and do not by such fool- 
 eries divert the serious thoughts of a man of 
 years." '''' If these ridiculous subtleties — " Con- 
 torta et aculeata sophismata' ' (" Intricate and 
 stinging sophisms ") ™ — are designed to mislead, 
 they are then dangerous ; but if they only make 
 him laugh, I do not see why a man need be 
 fortified against them. 
 
 Some are so foolish as to go a mile out of 
 their way to bring in a fine word. " Aut qui 
 style and matter nou verba rebus aptant,^ sed res 
 should extrinsecus arcessunt quibus ver- 
 
 harmonize. ba conveniaut." ™ ("Who do not 
 
 fit words to the subject, but seek outside mat- 
 ter to fit the words.") And as another says, 
 "Qui alicujus verbi decore placentis vocen- 
 tur ad id, quod non proposuerant scribere." ^^ 
 ("Who by their fondness for a fine-sounding 
 word are tempted to write something they did 
 not intend to write.") I, for my part, rather 
 bring in a fine sentence by head and shoulders 
 to fit my purpose, than divert my design to 
 hunt after a sentence. It is for words to serve 
 
74: THE EDUCATION OP CHILDREN. 
 
 and to follow matter, and let Gascon come in 
 play where Frencli will not do. I would have 
 things so possess the imagination of him that 
 hears, that he will have no remembrance at all 
 of the words. I like a natural, simple, and un- 
 affected manner of speaking and writing ; a 
 sinewy and significant way of expressing one's 
 self, not so elegant and artificial as prompt 
 and vehement, "Hsec demum sapiet dictio, 
 quae feriet." ^' (" The language which strikes 
 the mind will please it.") I prefer a style 
 rather hard than tedious, free from affectation, 
 irregular, and bold; not like a pedant's, a 
 preacher's, or a pleader's, but rather a soldier- 
 like style, as Suetonius^ calls that of Julius 
 Caesar, though I see no reason why he should 
 call it so. 
 
 I have been ready enough to imitate the 
 negligent garb which is observable among the 
 Avoid affectation Jouug men of OUT time, to wear 
 in dress and my cloak on one shoulder, my 
 
 anguage. j^^^ ^^ ^^^ ^^^^^ ^^^ ^^^ stocking 
 
 somewhat more disorderly than the other, 
 thereby expressing a sort of manly disdain 
 for these exotic ornaments. But I find care- 
 lessness of even greater use in speaking. All 
 affectation, particularly in the French gaiety 
 and freedom, is ungraceful in a courtier ; and 
 
OV THE EDUCATION OF CHILDREN. 75 
 
 in a monarcliy every gentleman ougM to be 
 trained according to tlie court model, whicli 
 requires an easy and natural negligence. I do 
 not like a piece of cloth, wliere the seams and 
 knots are to be seen, and as little do I like in a 
 well-proportioned man to be able to tell all the 
 bones and veins. "Quae veritati operam dat 
 oratio, incomposita sit et simplex." ^^ " Quis 
 accurate loquitur nisi qui vult putide loqui ? " ^ 
 (" Let the language which is dedicated to trutli 
 be plain and unaffected.") (" Who speaks like a 
 pedant but one who means thereby to speak 
 offensively ? ") The eloquence which calls 
 attention to itself, injures the subject it would 
 advance. In our dress it is ridiculous effemi- 
 nacy to distinguish, ourselves by a peculiar 
 fashion ; so in language, to study new phrases 
 and to affect words that are not in current 
 use proceeds from a childish and scholastic 
 ambition. As for me, may I never use any 
 other language than what will be understood 
 in the markets of Paris ! Aristophanes was 
 out of the way when he reproved Epicurus, 
 for his simplicity and the design of his oratory, 
 which was only a perspicuity of speech.^^ 
 
 This imitation of words by its own facility 
 immediately disperses itself through a whole 
 people. But the imitation of judgment in 
 
Y6 THE EDUCATION OF CHILDEEN. 
 
 applying these words is of slower growth. 
 Most readers when they find a robe like their 
 
 own imagine it contains a body 
 words easy, of like their own; but force and 
 thoughts sinews are not to be borrowed, 
 
 though the attire may be. Most of 
 those I converse with speak the same language 
 I here write, but whether they think the same 
 thoughts I can not say. The Atheni9,ns, says 
 Plato, study length and elegance of speaking ; 
 the Lacedaemonians affect brevity ; but the peo- 
 ple of Crete aim more at richness of thought 
 than at fertility of speech, and these are the 
 best. 
 
 Zeno used to say he had two kinds of 
 disciples : one he called ^cK6\oyo<;, curious to 
 learn things, and these were his favourites; 
 the other he called XoyocfuXo'i, who cared for 
 nothing but words. Not that good language 
 is anything but commendable, but it is not 
 so excellent nor so necessary as some would 
 make it. I am shocked that our whole life 
 I should be spent in nothing else. I would first 
 understand my own language, and then that of 
 my neighbours with whom I have most to do. 
 No doubt Greek and Latin are great orna- 
 ments, but we pay too much for them. I will 
 tell you how they may be gotten better, 
 
OP THE EDUCATION OP CHILDREN. 77 
 
 cheaper, and mucli more quickly than by the 
 ordinary way ; it was tried upon myseK, and 
 anyone may make use of the method who 
 wishes to do so. 
 
 My late father having made most careful 
 inquiry of the wisest men as to the best 
 method of education, was cau- 
 ^riy education, ^ioned by them against the sys- 
 tems then in use. They believed 
 that the long time required to learn the lan- 
 guages of those people who were born to 
 them was the sole reason we can never attain, 
 to the grandeur of soul and perfection of 
 knowledge of the ancient Greeks and Romans. 
 I do not think, however, that is the only cause. 
 The expedient my father found out was this : 
 In my infancy, and before I began to speak, he 
 committed me to the care of a German (who 
 has since died, a famous physician in France) 
 totally ignorant of our language but very 
 well versed in Latin. This man, whom my 
 father had sent for and paid a large salary, 
 had me continually with him. He was assisted 
 by two Germans of inferior learning, but none 
 of them conversed in any other language but 
 Latin. As for the rest of the family, it was 
 an inviolable rule that neither himself nor my 
 mother, nor the servants, should speak any- 
 
78 THE EDUCATION OP CHILDREN. 
 
 thing in my company but such Latin words as 
 everyone had learned to talk with me. You 
 can hardly imagine what an advantage this 
 proved to be to the whole family. My father 
 and my mother learned Latin enough, to under- 
 stand it perfectly well, and to speak it to such 
 a degree as was necessary for ordinary use ; as 
 well also did the servants who were most 
 frequently with me. In short, we were all so 
 Latinized that it overflowed to the neighbour- 
 ing towns, where it yet remains in several 
 Latin appellations of artisans and their tools. 
 As for myself, I was more than six years of 
 age before I understood either FrencTi or 
 Perigordian any more than Arabic.^ I had 
 learned to speak as pure Latin as my master 
 himself without art, book, grammar or precept, 
 whipping or a single tear. If, for example, 
 they were to give me a theme after the college 
 fashion, they gave it to the others in French, 
 but to me in bad Latin, to turn it into pure 
 and good. Nicholas Grouchy, who wrote De 
 Comitiis Romanorum; William Guerente, 
 who has written a Commentary on Aristotle ; 
 George Buchanan, the famous Scottish poet ; 
 and Mark Antony Murel, whom both France 
 and Italy have acknowledged as the best ora- 
 tor of his time — my domestic tutor — have all 
 
OF THE EDUCATION OP CHILDREN. 79 
 
 of them told me that even in my infancy I 
 understood Latin so well they were afraid to 
 talk with me. Buchanan, whom I afterward 
 saw attending upon the late Marshal de Bris- 
 sac, told me he intended to write a treatise 
 upon Education, taking for his model my own 
 education. He was then tutor to the young 
 Count de Brissac, who afterward became so 
 valiant and so brave a gentleman. 
 
 As to Greek, of which I have but a smat- 
 tering, my father proposed to teach it by a 
 new device, making of it a sort 
 
 Use of motor » , t , • a? ttt 
 
 gj^g 01 sport and recreation."' We 
 
 tossed our declensions and con- 
 jugations to and fro, after the manner of those 
 who by certain games at table and chess learn 
 geometry and arithmetic. Among other things, 
 he had been advised to make me enjoy study , 
 and duty ; to accept them of my own free 
 will, and to educate my soul in all liberty and 
 delight, without any severity or constraint. 
 He believed almost to superstition that it was 
 wrong to arouse children suddenly from a 
 sound sleep, in which they are more deeply 
 lost than we are. I was always awakened by 
 the sound of some musical instrument, a spe- 
 cial musician being provided for that pur- 
 pose. 
 
so THE EDUCATION OP CHILDREN, 
 
 By these examples alone you may judge of 
 the pmdence and affection of my good father, 
 who is not to be blamed because 
 Montaigne's j^g ^^^ ^^j^ j-g^p fruits commensu- 
 acco°antrLthe rate with his exquisite toil and 
 partial failure of catef ul culture. For this result 
 this educational ^^^ reasons. First, a 
 
 scheme. " ^ .1 mi i 
 
 sterile and improper soil. 1 hough 
 of a strong, healthy constitution, a gentle and 
 tractable disposition, I was heavy, idle, and 
 sluggish. They could not arouse me to any 
 exercise or recreation, nor even get me out 
 to play. What I saw, I saw clearly enough, 
 and, despite this laziness, possessed a lively 
 imagination and opinions far above my years. 
 I had a slow mind that would go no faster 
 than it was led, weat creative power, and, 
 above all, a poor memory. With all these 
 defects it is not strange my father could make 
 but little of me. Secondly, like those who, 
 impatient of a long and steady cure, submit to 
 all sorts of nostrums and listen to every quack, 
 so the good man, fearful of his plan, and hav- 
 ing no longer the persons he had brought out 
 of Italy, allowed himself to be overruled by 
 the common opinion which always follows the 
 lead of what goes before, like cranes, and sent 
 me at six years of age to the College of Gui- 
 
OF THE EDUCATION OF CHILDREN. 81 
 
 enne, at that time the best and most flourish- 
 ing in France. Even there he provided the 
 most able tutor, and obtained many privileges 
 for me contrary to college rules. And yet 
 vi^ith all these precautions it vs^as a college 
 still. My Latin immediately grew corrupt, 
 and by discontinuance I lost all use of it. 
 This new plan of education, therefore, was of 
 no benefit to me except to skip me over some 
 of the lower classes and place me in the high- 
 est. I left college when I was thirteen, but 
 without any improvement that I can boast of, 
 though I finished the whole course, as they 
 call it. 
 
 The first thing that gave me any taste for 
 books was the pleasure I took in reading the 
 
 The tale the best ^^bles of Ovid's Metamorphoses.«« 
 literature for When but sevcu or eight years 
 children. ^^d I would steal away from all 
 
 other diversions to read them. They were 
 written in my own natural language, the easiest 
 tales I was acquainted with, and the subject 
 was suited to my age and capacity. So care- 
 fully was I taught that I knew nothing of 
 Lancelot du Lac, Amadis de Gaul, Huon of 
 Bordeaux, and such idle, time-consuming, and 
 pernicious books in which most children de- 
 light. To this day I do not know what those 
 
82 THE EDUCATION ^r (JHILDKT"\. 
 
 books contain. Of course, I i. -tit little of 
 my prescribed lessons, and right liere it was 
 greatly to my advantage to have a sensible 
 tutor wise enough to connive at this and other 
 irregularities of the same nature. In this way 
 I ran through Virgil's ^neid, then Terence, 
 then Plautus, and some Italian comedies, allured 
 by the pleasure of the subject. On the other 
 hand, had my tutor been so foolish as to de- 
 prive me of this amusement, I verily believe I 
 would have brought nothing away from col- 
 lege but a hatred of books, as most of our 
 young gentlemen do. He was very discreet 
 about that business, apparently taking no no- 
 tice, and whetting my appetite by allowing me 
 only such time for this reading as I could steal 
 from my regular studies. 
 
 The chief thing my father expected from 
 those to whom he committed my education, 
 was affability of manner and a 
 "f."'' go«d disposition. To tell the 
 truth, I had few faults except 
 laziness and a want of mettle. The fear was 
 not that I should do ill, but that I should do 
 nothing. No one expected that I would be 
 wicked, but most thought I would be useless. 
 They foresaw idleness, but no malice in my 
 nature ; and so it happens. The complaints I 
 
OP THE EDUCATION OP CHILDREN. 83 
 
 hear of myself are ttese : " He is idle, cold in 
 tlie offices of friendship and relationship, and 
 remiss in those of the public ; he is too particu- 
 lar, he is too proud." My worst enemies do 
 not say: "Why has he taken such a thing? 
 why has he not paid such a one ? " but, 
 " Why does he not give something once in a 
 while ? " No doubt I should take it for a 
 favour that men expect no greater effects of 
 supererogation then these. But they are 
 unjust to exact from me what I do not 
 owe, far more rigorously than they exact 
 from others what they do owe. By condemn- 
 ing me they efface the gratification of the 
 act and deprive me of the pleasure due. Any- 
 thing from my hand should be of greater 
 value, since I am so little disposed that way. 
 I can the more freely dispose of my fortune 
 since it is mine, and of myself since I am my 
 own. If I ^ere good at blazoning my own 
 actions, I /could repel these reproaches, and 
 show that people are not so much offended 
 because I do little, as because I do less than I 
 might. Yet, in spite of this strange disposition 
 of mine, I have never failed to have clear judg- 
 ment concerning those things I could under- 
 stand, though I believe I never could have made 
 my mind submit to anything by violence or force. 
 
84 THE EDUCATION OP CHILDREN. 
 
 Shall I tere tell you of a peculiarity of my 
 youth ? I had great boldness and assurance of 
 Montaigne countenance, to which was added 
 
 approves of the a flexibility of voice and gesture. 
 ^**s®- " Alter ab undecimo turn me Jam 
 
 acceperat annus ^^ ("I had hardly entered 
 upon my twelfth year ") when I played the 
 chief parts in the Latin tragedies of Buchanan, 
 Guerente, and Muret, that were acted in our 
 college of Guienne in great state. Andreas 
 Goveanus, our principal, as in everything he 
 undertook, was the best actor of Latin plays 
 in France, and I was looked upon as one of his 
 chief assistants. This is an exercise I do not 
 disapprove of in young gentlemen, and I have 
 seen our princes perform such parts in person 
 well and commendably. In Greece, people of 
 the highest station were allowed to profess and 
 to make a trade of acting. " Aristoni tragico 
 actori rem aperit ; huic et genus et fortuna 
 honesta erant ; nee ars quia nihil tale apud 
 Grsecos piidori est ea def ormabat." ^ (" He 
 imparted this matter to Aristo the tragedian, 
 a man of good family and fortune. Neverthe- 
 less, neither of them received any harm, for 
 nothing of that kind is considered a disparage- 
 ment in Greece.") I have always taxed per- 
 sons with impertinence who condemn these 
 
OF THE EDUCATION OP CHILDREN. 85 
 
 entertainments, and witli injustice those who 
 refuse snch comedies as are worth seeing, to 
 come into our towns and begrudge the peo- 
 ple that public amusement. A sensible plan 
 of government takes care to assemble citizens 
 not only to the solemn duties of devotion, but 
 also to sports and spectacles. Society and 
 friendship are augmented by it ; and, besides, 
 can there possibly be afforded a more orderly 
 diversion than one which is performed in the 
 sight of everyone, and often in the presence 
 of the supreme magistrate himself ? I, for my 
 part, think it desirable that the prince should 
 sometimes gratify his people at his own ex- 
 pense, out of paternal kindness, as it were. In 
 large cities theatres should be erected for such 
 entertainments, if for nothing more than to 
 divert people from private and worse actions. 
 
 To return to my subject : There is nothing 
 like alluring the appetite and affection, other- 
 Learmng should ^^^e you make nothing but so 
 be made alluring many asses laden with books. 
 
 and permanent. j^^ virtue of the lash, yOU givO 
 
 them a pocketful of learning to keep, whereas 
 you should not only lodge it with them, but 
 marry it to them, and make it a part of their 
 very minds and souls. 
 
OF PEDANTRY. 
 
 Book I, Chapter XXIV. 
 
 When a boy, I was often greatly distressed 
 
 to see in Italian farces a pedant always brought 
 
 in for the fool of the play, and that 
 
 Pedantry , ., . •xitj- 
 
 despised by the title oi magister was neJd. in 
 ancients and go little reverence. They were 
 mo ems. ^^ teachers, and how could I 
 
 help being jealous of their honour and reputa- 
 tion ? I found comfort in the fact, however, 
 that there is great difference between the com- 
 mon sort and men of finer thread; both in 
 judgment and knowledge they differ greatly .^^ 
 But what puzzled me most was that the wisest 
 men most despised them ; witness our famous 
 Du Bellay. " Mais ie hay par sur tout un 
 scavoir pedantesque." ("But of all sorts of 
 learning, I most hate that of a pedant.") And 
 so they felt in ancient times, for Plutarch says 
 that Grecian and Scholar were terms of con- 
 tempt among the Romans. Since I have come 
 to years of more discretion I find they had 
 much reason for their judgment, and that 
 
 86 
 
OP PEDANTRY. 87 
 
 " Magis magnos clericos non sunt magis mag- 
 nos sapientes." °* ("The greatest clerks are 
 not the wisest men.") From this it would 
 appear that a mind enriched with the knowl- 
 edge of so many things does not become ready 
 and sprightly, and that a vulgar understand- 
 ing can exist by the side of all the reasoning 
 and Judgment the world has collected and 
 stored up without benefit thereby. One of 
 our greatest princesses once said to me, in 
 speaking of a certain person, " It must be 
 necessary to squeeze and crowd one's own 
 brains into a smaller compass to make room 
 for such large portions of the brains of others." 
 I might say that as plants are choked and 
 drowned with too much moisture, and lamps 
 with too much oil, so is the active mind over- 
 whelmed with too much study and matter. 
 The mind is embarrassed and perplexed with 
 the diversity of things, and is bowed down and 
 rendered useless by the pressure of this weight. 
 But the argument is weak ; it is quite other- 
 wise, the mind stretches and dilates itself the 
 more it fills. 
 
 In ancient times we find men excellent at 
 public business, great captains, great states- 
 men, and yet very learned. On the other 
 hand, mere philosophers, men retired from all 
 
88 THE EDUCATION OP CHILDREN. 
 
 public affairs, have been laughed at by the 
 
 comic writers of their own time, their opinions 
 
 and singular manners making 
 
 Ability versus " j> -i 
 
 mere learning them appear, to men or another 
 and material method of living, ridiculous and 
 
 circumstances. , ■• tp , .• 
 
 absurd. It at any time you 
 should wish to make these philosophers judges 
 of a lawsuit, or of the actions of a man, they 
 are ready at once to take it upon themselves. 
 They begin to examine if he has life, if he 
 has motion, if a man be anything more than 
 an ox ; ^ what it is to do and to suffer ; and 
 what animals, law and justice are. Do they 
 speak of the magistrate, or to him ? It is with 
 a mde, irreverent, and iudecent liberty. Do 
 they hear a prince or a king commended for 
 his virtue ? They make no more of him than 
 of a shepherd or an idle swain, who busies 
 himself only about milking, and shearing his 
 flocks ; and this in a ruder manner than even 
 the shepherd himself would do it. Do you 
 consider any man the greater for being lord of 
 two thousand acres ? They laugh at such a 
 pittance, laying claim themselves to the whole 
 world for their possession. Do you boast of 
 your nobility and blood, being descended from 
 seven successive, rich ancestors ? They will 
 look upon you with an eye of contempt, as 
 
OF PEDANTRY. 89 
 
 men who have not the right idea of the uni- 
 versal image of Nature, and who do not con- 
 sider how many predecessors every one of us 
 has had, rich, poor, kings, slaves, Greeks, and 
 barbarians. Though you were the fiftieth de- 
 scendant from Hercules, they look upon it as a 
 great vanity to value so highly that which is 
 only a gift of fortune. In this way they incur 
 the dislike of common men, who consider them 
 ignorant of first principles, as presumptuous 
 and insolent. 
 
 But this Platonic picture is far different 
 from the modem idea of these pedants. Those 
 Ancient and ^^^'^ ^uvied for raising them- 
 modern pedants selves above the common sort of 
 contrasted. ^^^^ . ^^^ despisiug the ordinary 
 
 actions and offices of life ; for having a par- 
 ticular and inimitable way of living, and for 
 using bombastic and obsolete language quite 
 different from the ordinary way of speaking. 
 But our pedants are condemned for being as 
 much below the usual man as they are incapa- 
 ble of public employment ; for leading the 
 life and comforming themselves to the mean 
 and vile manners of the vulgar. " Odi homines 
 ignavos opere, philosophos sententia." ^* ("T 
 hate men who are fools in working and phi- 
 losophers in speaking.") 
 
90 THE EDUCATION OP CHILDEEN. 
 
 The true philosopliers, if they were great 
 in knowledge, were yet much greater in action. 
 
 True phiioso- I* ^^ ^^^^ ^^ ArcMniedes, the 
 phers are great geometrician of Syracuse, being 
 inaction. disturbed from his contempla- 
 
 tion to put some of his skill in practice for 
 the defence of his country, that he suddenly 
 constructed prodigious and dreadful engines, 
 that wrought effects beyond all human expec- 
 tations. Nevertheless, he himself disdained 
 all this mechanical work, thinking in this he 
 had violated the dignity of his art, of which 
 these performances were but trivial experi- 
 ments. Philosophers generally, whenever they 
 have been required to show the proof of action, 
 have been seen to fly so high as to make it 
 very evident that their souls were strangely 
 elevated and enriched with the knowledge of 
 things. 
 
 Some philosophers, seeing the reins of 
 government in the hands of ignorant and 
 Some hiioso- ''^Jiskilfiil men, have avoided all 
 phers who interest in the management of 
 
 refused public affairs. Some one who demanded 
 of Crates how long it would be 
 necessary to philosophize, received this answer, 
 " Till our armies are no longer commanded by 
 fools." ^^ Heraclitus resigned the throne ^^ to 
 
OF PEDANTRY. 91 
 
 tis brother. The Ephesians reproached him 
 that he spent his time in playing with children 
 before the temple. " Is it not better to do so," 
 he replied, "than to govern in your com- 
 pany ?""'' Others, having their imagination 
 above the thoughts of the vporld and fortune, 
 have looked upon the tribunals of justice, and 
 even the thrones of kings, "with an eye of 
 contempt and scorn. Empedocles refused the 
 throne that the Agrigentines offered him.°^ 
 
 Thales, once inveighing against the pains 
 
 men take to become rich, was told by one of 
 
 the company that he was like the 
 
 J. £16 DGtt6r- 1 It Ti»T •■1 
 
 learned prefer- foX who found fault With what 
 
 able to the jje could not obtain. For the 
 
 more-learned. . , , i i i , t , i 
 
 jest s sake he undertook to show 
 them the contrary. For once he employed all 
 his learning and capacity in the service of 
 money-making, and in one year made as much 
 as the others with all their industry could 
 have raked together in the whole course of 
 their lives.^^ Aristotle speaks of some one who 
 called himself, Anaxagoras, and others of their 
 profession, wise but not prudent, because they 
 did not apply their study to profitable things. 
 I do not quite understand this nice distinction, 
 and it certainly will not excuse my pedants. 
 The poverty with which they are content 
 
92 THE EDUCATION OE CHILDREN. 
 
 would argue they are neither wise nor pru- 
 dent. But leaving this reason aside, I think 
 it is better to say that this poverty comes 
 because they apply themselves in the wrong 
 way to the study of science. As we are 
 taught, it is no wonder that neither the scholar 
 nor the master becomes, though more learned, 
 the wiser or more fit for business. In plain 
 truth, the care and the expense to which 
 our parents put themselves aim at nothing 
 but furnishing our heads with knowledge ; not 
 a word is said of judgment and virtue. If one 
 pass by, the people cry out, " Oh, what a learned 
 man ! " and of another, " Oh, what a good man 
 goes there ! " ^'"' All turn their eyes and pay 
 their respects to the former. There should be 
 a third crier to call out, " Oh, the blockheads ! " 
 Men are apt to inquire, " Does such a one under- 
 stand Greek and Latin ? Is he a poet, or does 
 he write prose ? " But the main point, whether 
 he be better or more discreet, we inquire into 
 last. The question should be. Who is the better 
 learned ? rather than, Who is the more learned ? 
 We labor and plot to stufE the memory 
 and in the meantime leave the conscience and 
 the understanding empty. And like birds 
 which fly abroad to forage for grain and bring 
 it home in their beaks, without tasting it them- 
 
OF PEDANTRY. 93 
 
 selves, to feed their young, so our pedants go 
 
 picking knowledge here and there out of 
 
 several authors, and hold it at 
 
 Pedants neglect tongue's end only to distribute it 
 
 moral training. <-' . ■' . a t • 
 
 among their pupils. And right 
 here I cannot help smiling to think how I 
 am showing myself off as an example of this 
 same sort of learning. I go here and there, 
 culling out of several books those sentences 
 which please me best, not to keep — for I have 
 no memory to keep them in — but to trans- 
 plant them into this ; when, to say the truth, 
 they are no more mine than in the first place. 
 In my opinion, we are never wise except by 
 present learning; not by that which is pastj 
 and as little by that which is to come. 
 
 But the worst of it is, their pupils are no 
 better nourished by it than the pedants them- 
 selves. 1^0 deeper impression is 
 
 Pupils no better ^^^^^ ^ ^^^^ ^^^^ ^ ^-^^ 
 
 than pedants. ■■ n i n 
 
 pedants. It passes from hand to 
 hand only to make a show, to be pleasant com- 
 pany, and to tell pretty stories ; like counter- 
 feit coin, of no other use or value but as 
 counters to reckon with or set up at cards. 
 " Apud alios loqui didicerunt non ipsi se- 
 cum." ^"^ (" They have learned to speak to 
 others, not to themselves.") "Non est lo- 
 
94 THE EDUCATION OF CHILDREN. 
 
 quendum, sed gubernandum." ^°* (" The thing 
 is not to talk, but to govern,") Nature, to 
 show there is nothing barbarous where she 
 has the sole command, often in the least civi- 
 lized nations produces excellent examples of 
 wit. In this connection the Gascon proverb, 
 derived from a reed-pipe, is very quaiut and 
 subtle : " Bouha prou bouha mas a remuda lous 
 dits qu'em." (" You may blow till your eyes 
 start out ; but if once you stir your finger, the 
 lesson wUl be at an end.") We can say, Cicero 
 speaks thus ; These were the ideas of Plato ; 
 These are the very words of Aristotle. A parrot 
 could say as much. But what do we say that 
 is our own ? what can we do ? how do we judge ? 
 This puts me in mind of that rich Roman 
 gentleman ^"^ who went to great expense to pro- 
 cure men possessing all sorts of 
 
 Buying brains. , ■, j -, i. i, j i 
 
 knowledge, whom he had always 
 attending his person, so that when, among his 
 friends, he was speaking of any subject what- 
 ever, they supplied his place and furnished 
 him, one with a sentence from Seneca, another 
 with a verse of Homer, and so on. He fancied 
 this knowledge to be his own, because it was 
 contained in his servants' heads. There are 
 many like him whose learning consists in hav- 
 ing noble libraries. 
 
OF PEDANTRY. 95 
 
 We take other men's knowledge and opin- 
 ions upon trust, but we should make them our 
 No learning of ^^^- ^^ ^his we are very much 
 use but what we like the man who went to his 
 make our own. neighbour's house to fetch some 
 fire, and finding a very good one there, sat 
 down to warm himself, forgetting to carry any 
 home with hira.^°^ What good does it do us 
 to have the stomach full of meat if it does 
 not digest and become a part of us ? — if it 
 does not nourish and support us ? ^"^ Learning 
 without any experience made Lucullus a great 
 leader.^"^ Can we imagine he studied after 
 this perfunctory manner ? We allow ourselves 
 to lean upon the arm of another, and so preju- 
 dice our own strength and vigour. Would I 
 fortify myself against the fear of death? It 
 must be at the expense of Seneca. Would I 
 extract consolation for myself or my friend ? 
 I borrow it from Cicero. I might have found 
 it in myself, had I been trained to make use of 
 my reason. I have no use for this mendicant 
 knowledge. For though we may become 
 learned by other men's reading, a man can 
 never be wise but by his own wisdom. 
 
 " Mttro) a-o<j)ia'Tr]V, oo-rts ovx avru <ro<^os." 1"'"' 
 
 (" Who in his own concern's not wise, 
 
 That man's wisdom I despise.") 
 
96 THE EDUCATION OP CHILDREN. 
 
 Whence Ennius, " Nequidquam sapere sapi- 
 entem qui ipse sibi prodesse non quiret."^"* 
 (" That wise man knows nothing who can not 
 benefit himself by his wisdom.") " Non enim 
 paranda nobis solum, sed fruenda sapientia 
 est." '*" (" For wisdom is not only to be ac- 
 quired, but to be made use of.") 
 
 Si cupidus, si 
 Vanus et Euganea quantumvis moUior agna.^" 
 
 (" If covetous, if vain, or weaker than an Eu- 
 ganean lamb.") 
 
 Dionysius '" laughed at the grammarians 
 who cudgelled their brains to know the mis- 
 „ , , , . , eries of Ulysses and w^ere isrno- 
 
 Sonools furnish •' . ~ , 
 
 children with rant of their own ; at musi- 
 littiereai ciaus who were so exact in 
 
 now e ge. tuning their instruments and 
 
 never tuned their manners; and at orators 
 who studied to declare what is justice, but 
 never took care to do it. If the mind be not 
 better disposed, if the judgment be no bet- 
 ter settled, I would rather my student had 
 spent his time at tennis, for at least his body 
 would be in better health by that exercise. 
 Look at him when he comes from school, after 
 fifteen or sixteen years' study. Could there 
 be anything more awkward, more unfit for 
 company or employment? All he has is his 
 
OP PEDANTRY. 97 
 
 Latin and Greek, whicli have made him a more 
 conceited blockhead than when he went from 
 home. He should bring back a mind replete 
 with sound literature, instead he brings a head 
 swelled and puffed out with vain and empty 
 shreds and snatches of learning, and there is 
 really nothing more in him than he had be- 
 fore. 
 
 Plato speaks of the Sophists as those who 
 pretend to be useful to mankind, and yet alone 
 
 of all men living do not improve 
 learning. what is committed to them, as a 
 
 mason or a carpenter would, but 
 make it worse and then require pay. So it is 
 with our pedants, their cousins-german. If 
 the rule which Protagoras "^ proposed to his 
 pupils were followed, either that they should 
 give him his price, or declare upon oath in the 
 temple how much they valued the profit they 
 had received under his instruction, and satisfy 
 him accordingly, our pedagogues would find 
 themselves disappointed, especially if they 
 were to be judged by the testimony of my 
 experience. Our common Perigordian patois 
 pleasantly calls these pretenders to learning, 
 " lettre-ferits,^'' letter marked ; men upon whom 
 letters have been stamped by the blow of a 
 mallet, as it were. And in truth, for the most 
 
98 THE EDUCATION OF CHILDREN. 
 
 part, they appear to have, a soft spot in their 
 skull, and to be deprived of common sense. 
 You see the husbandman and the cobbler go 
 simply and plainly about their business, speak- 
 ing only of what they know and understand. 
 On the other hand, these fellows in seeking to 
 make a parade and flourish with this ridicu- 
 lous knowledge, that floats in their brains, 
 are perpetually perplexing and entangling 
 themselves in their own nonsense. They 
 speak fine words sometimes, it is true, but 
 somebody that is wise must apply them. 
 They are wonderfully acquainted with Gralen, 
 but not at all with the disease of the patient. 
 They stun you with a long list of laws, 
 but understand nothing of the case in hand. 
 They have theories of all kinds, but some one 
 else must put them into practice. 
 
 I have seen a friend of mine in my own 
 house make sport of one of these fellows. He 
 counterfeited a kind of nonsensi- 
 ridkuitd ^^^ tongue made up of disjointed 
 
 bits, without head or tail, except 
 that once in a while he interjected some term 
 relative to the dispute. Would you believe 
 it, tlie blockhead was played upon the whole 
 afternoon, all the while thinking he had an- 
 swered pertinently and learnedly all objec- 
 
OP PEDANTRY. 99- 
 
 tions? And yet this fellow was a man of 
 letters and reputation, and a fine gentleman of 
 tlie long gown. 
 
 " Vos patricius sanguis, quos yivere fas est 
 Occipiti cseco posticse occurrite sannse." '^^ 
 
 (" But you, patrician youths ! whose skulls are blind, 
 Watch well your jeering friends, and look behind.") 
 
 Whoever will piy into and thoroughly 
 
 sift these people, as I have done, will find, 
 
 for the most part, they neither 
 
 Pedants have -understand others nor themselves. 
 
 little judgment. 
 
 Their memories are good enough, 
 but the judgment is totally void and empty. 
 The exceptions are those whose own nature has 
 of itself formed them into something better. 
 For example, Adrian Tumebus, who never 
 made any other profession except that of let- 
 ters, had nothing at all in him of the pedant. 
 In my opinion, he was the most learned man 
 this last thousand years has produced ; still the 
 only thing by which he was distinguished from 
 ordinary men was the wearing of his gown and 
 a little oddity of manner — which amounts to 
 nothing. I h-ate those people who are more 
 annoyed by an ill-fitting robe than by an ill- 
 fashioned mind, and will pretend to tell what 
 sort of man one is by his bow, by his behaviour, 
 
100 THE EDUCATION OP CHILDREX. 
 
 even by the shape of his boots. There was 
 not a more refined and polished soul upon 
 earth. I often purposely brought np ques- 
 tions quite wide of his profession, and found 
 he had so clear an insight, so quick an appre- 
 hension, and so solid a judgment, you would 
 think he had been a soldier, or had been em- 
 ployed in affairs of state all his life. These 
 are great and vigorous natures — 
 
 " Quels arte benigna, 
 Et meliore luto finxit prsecordia Titan," 'i* 
 
 (" Formed of superior clay, 
 And animated by a purer ray," ) 
 
 and can keep themselves upright in spite of a 
 pedantic education. But it is not enough that 
 our education does not spoil us, it must change 
 us for the better. Some of our parliaments 
 and courts admit officers after testing them as 
 to their learning ; others, in addition, require 
 their judgment in some case of law. The 
 second method is the better, I think. Both 
 are necessary, and it is very essential that men 
 should be defective in neither ; yet knowledge 
 is not so absolutely necessary as judgment. 
 The latter may get along without the former, 
 never without the latter. For as the Greek 
 
 verse says, " '/2? ou8ev t) iidd-qaK rjvfi^ vov<i irapfi ; " "^ 
 
OF PEDANTRY. 101 
 
 ("To what use serves learning if tlie under- 
 standing be away ? ") Would to God, for the 
 sake of Justice, our courts were as well fur- 
 nished with understanding and conscience as 
 they are with knowledge ! " Non vitae, sed 
 scholse discimus." "^ (" We learn not for life, 
 but for the school.") We are not to tie learn- 
 ing to the mind, but work them together ; not to 
 tinge the mind only, but to give it a thorough 
 and perfect dye. If it will not take colour and 
 improve its imperfect state, it is much better 
 to leave it alone. A sword is a dangerous 
 weapon, and very likely to wound its master, 
 if put into an awkward and unskilful hand. 
 " Ut fuerit melius non didicisse." "'' (" So it 
 were better never to have learned at all.") 
 
 And this, perhaps, is the reason why neither 
 we nor the Christian religion require much 
 Women require learning in womeu. Francis, 
 little learning. Duke of Brittany, son of John 
 the Fifth, who married Isabella of Scotland, 
 was once told that his wife was homely bred 
 and without any manner of learning. Francis 
 replied that he loved her all the better."^ So 
 it is no great wonder that our ancestors had 
 but little use for letters ; and, even at the pres- 
 ent day, we rarely find a literary man in the 
 councils of our princes. If we did not wish 
 
102 THE EDUCATION OF CHILDREN. 
 
 to become rich — the chief object of life at the 
 present time — ^by means of law, medicine, teach- 
 ing, and even divinity itseK, learning and letters 
 would be as disregarded as ever. And would 
 there be any loss either, since they neither in- 
 Btruct us to think well nor to do well ? " Post- 
 quam docti prodierunt, boni desunt." "^ (" After 
 once they become learned, they cease to be 
 good.") All other learning is hurtful to him 
 who has not the knowledge of honesty and 
 goodness. 
 
 But may not the reason for this condition of 
 
 affairs be found in the fact, as I have just stated, 
 
 that our studies in France aim at 
 
 Some more fit for /, o o i i^ ^^^ j 
 
 business than the profit ? bome Seem better ttted 
 pursuit of knowi- \)y nature for employments of 
 * ^^' glory than of gain. These, how- 
 
 ever, are taken from their studies before they 
 have any taste for them and put at a profession 
 which has nothing to do with books. None 
 are left to apply themselves wholly to learning 
 but people of mean condition, born to base 
 fortune, who hope to earn a living thereby. 
 The minds of such people are, by nature, edu- 
 cation, and home example, of the basest metal ; 
 the fruits of knowledge are immaturely gath- 
 ered, and badly digested. It is not the proper 
 business of knowledge to enlighten the mind 
 
"OF PEDANTRY. 103 
 
 ttat is dark of itself — not to make tte Wind 
 see. Her business is not to furnish a man eyes, 
 but to guide, govern, and direct his steps, pro- 
 vided he has sound feet and straight, capable 
 legs. Knowledge is an excellent drug, but no 
 drug has virtue enough to preserve itself from 
 corruption and decay if the vessel in which 
 it is kept be tainted and impure. Some on 
 account of a squint see what is good but do 
 not follow it, and perceive knowledge but 
 make no use of it. Plato in his Republic lays 
 down as his principal rule that his citizens 
 should be fitted with employments suited to 
 their natures. Nature can do all, and does all. 
 Cripples are unfit for exercises of the body, 
 and lame souls for exercises of the mind. De- 
 generate and vulgar minds are unworthy of 
 philosophy. If we see a shoemaker out at the 
 toes, we say, '' It is no wonder ; for commonly 
 none go worse shod than they." The same 
 way, experience has often shown us physicians 
 less healthy than other people, 
 
 Aristo of Chios had reason to say that 
 philosophers harmed their listeners because 
 People may apply most of those who heard were 
 learning to evil, not Capable of getting any benefit 
 from their instruction, and if they did not ap- 
 ply what they learned to good, would certainly 
 
104 THE EDUCATION OF CHILDREN. 
 
 apply it to evil. "cLo-mrow ex Aristippi, acerbos 
 ex Zenonis scliola exire." '^ (" They came from 
 the school of Aristippus debauchees, from the 
 school of Zeno sour churls.") 
 
 In that education which Xenophon attrib- 
 utes to the Persians, we find they taught their 
 Persian system of children virtue as other nations 
 education. ^o letters. Plato tells us how 
 
 the eldest son in their royal succession was 
 brought up. As soon as he was born he was 
 delivered, not to women, but to eunuchs of the 
 greatest authority and virtue, who were to 
 keep his body in good shape and in health, 
 and after he was seven years of age to teach 
 him to ride and hunt. At fourteen, he was 
 given into the hands of four men, the most 
 noted in the kingdom for wisdom, justice, tem- 
 perance, and valour. The first was to instruct 
 him in religion, the second that he should be 
 always upright and sincere, the third how to 
 subdue his appetites and desires, and the fourth 
 to despise all danger. It is worthy of notice 
 that in the excellent and, as I may term it, 
 matchless policy of Lycurgus, little mention is 
 made of learning, even in the very seat of the 
 Muses, though he was extremely careful of the 
 education of children. Thus it would appear 
 that their generous youths disdained aU subjec- 
 
OF PEDANTRY. 105 
 
 tion except that of virtue, and were supplied, 
 instead of with tutors in the arts and sciences, 
 with such masters only as should instruct them 
 in valour, prudence, and justice; an example 
 which Plato followed in his laws. Their man- 
 ner of teaching was to propose questions, train- 
 ing the boys to judge of men and their actions. 
 In this way the understanding was sharpened, 
 and they learned what was right and lawful ; 
 for if they praised or condemned this or that 
 person, or fact, they were to give a reason for 
 so doing. 
 
 Xenophon tells us that Astyages once asked 
 Cyrus to give an account of his last lesson, and 
 Cyrus whipped ' received this answer :^ "A great 
 for an unjust boy in the school, having a short 
 decision. coat, by force took a longer from 
 
 another who was not so tall as he, and gave 
 his own in exchange. I was appointed judge 
 of the controversy, and decided that each should 
 keep the coat he had, for they were both better 
 fitted now than they were before. Upon which 
 my master told me I had done wrong, in that 
 I only considered the fitness of the garment, 
 whereas I should have considered the justice 
 of the thing, which required that no one should 
 have anything which is his own forcibly taken 
 from him."^^* Cyrus added that he was 
 
106 THE EDUCATION OP CHILDEBN. 
 
 whipped for his pains, as we are in our villages 
 for forgetting the first aorist of Ttmru). My 
 pedant must make me a very long oration, in- 
 deed, in genere demoustratwo, before he can 
 persuade me his school is as good as that. 
 They went to work in the shortest way, and 
 seeing that the sciences when properly under- 
 stood and rightly applied can not fail to teach 
 us prudence, honesty, and integrity, they thought 
 best to initiate their children at once in the 
 knowledge of cause and effect, and to instruct 
 them not by hearsay and rote, but by experi- 
 ment and action ; forming and moulding them 
 not only by words and precepts, but principally 
 by deeds and examples. In this way knowl- 
 edge is not only in the mind, but is a com- 
 plexion and habit; not an acquisition, but a 
 natural possession. Agesilaus was once asked 
 what he thought most proper for boys to 
 learn ? " What they ought to do when they 
 come to be men." ^^' It is no wonder that such 
 an education produced admirable effects. 
 
 They used to go, it is said, to the other 
 cities of Greece for rhetoricians, painters, and 
 musicians, but to Lacedemon for legislators, 
 magistrates, and generals of armies. At Ath- 
 ens they learned to speak well, here to do 
 well; there to disengage themselves from a 
 
OF PEDANTRY. 107 
 
 sophistical argument and to unravel ensnar- 
 ing syllogisms ; here to evade the baits and 
 allurements of pleasure, and with 
 
 Athenian and ^ . 
 
 Spartan systems noble courage and resolution to 
 of education conquer the menaces of fortune 
 and death. The Athenians both- 
 ered their brains about words, the Spartans 
 made it their business to inquire into things ; 
 in the one city there was a continual babble of 
 the tongue, in the other a constant exercise of 
 the mind. And it is not strange, therefore, 
 that when Antipater demanded of the Spartans 
 fifty children for hostages, they answered, quite 
 contrary to what we should do, that they would 
 rather give him twice as many full-grown men, 
 so much did they value their country's educa- 
 tion. Agesilaus invited Xenophon to send his 
 children to Sparta to be educated. "Not to 
 learn logic or rhetoric," he said, " but to be in- 
 structed in the noblest of all knowledge, 
 namely, how to obey and how to command." ^^^ 
 It is pleasant to see Socrates, after his blunt 
 manner, rallying Hippias, who recounts to him 
 what great sums of money he had gotten, 
 especially in certain, little villages of Sicily, by 
 keeping school, while he received never a 
 penny at Sparta. " What a stupid and foolish 
 people they must be," said Socrates, " without 
 
108 THE EDUCATION OF CHILDEEN. 
 
 sense or understanding, who make no account 
 of grammar or poetry, and busy themselves in 
 studying the genealogies and successions of 
 their kings, the foundation, rise, and fall of 
 states, and such old wives' tales." '^ After this, 
 he made Hippias acknowledge their excellent 
 form of public administration, the happiness 
 and virtue of their private life, and left him 
 to guess at the conclusion he made of the 
 uselessness of his pedantic arts. 
 
 Examples have demonstrated for us that, 
 both in military governments, and all others of 
 The least learned ^ like active nature, the study of 
 nations the most letters does more to weaken and 
 warlike. enervate the courage of men than 
 
 to fortify and incite it. The most powerful 
 nation in the whole world at the present time 
 is that of the Turks, a people equally remark- 
 able for their estimation of arms and their 
 contempt of letters. Rome was most valiant 
 when she was least learned. The most war- 
 like nations of our day are the most ignorant, 
 of which the Scythians, Parthians, and the 
 great Tamerlane are proof. When the Goths 
 overran Greece, the only thing that preserved 
 the libraries from fire was that some one ven- 
 tured the opinion that the conquerors would 
 do well to leave such trash to the Greeks, since 
 
OP PEDANTilY. 109 
 
 it would divert them from the exercise of arms 
 and fix them in a lazy and sedentary life.^^® 
 When our King Charles VIII, almost with- 
 out striking a blow, saw himself in possession 
 of the kingdom of Naples and a considerable 
 part of Tuscany, the nobility about him at- 
 tributed this unexpected ease of conquest to 
 the fact that the princes of Italy studied more 
 to render themselves ingenious and learned 
 than vigorous and warlike. 
 
OF THE AFFECTION OF FATHEES 
 TO THEIE CHILDEEN. 
 
 To Madame D'Bstissac. 126 
 Book II. Chapter VIII. 
 
 Madam, if the strangeness and novelty of 
 my subject, which generally give value to 
 T,. ^ . things, do not save me, I shall 
 
 Montaigne con- & ' • t p 
 
 siders his subject never come off with honour from 
 unique. ^^[^ foolish attempt. Perhaps 
 
 the oddity of the subject may make it pass. It 
 is a strange fancy and one opposed to me 
 naturally, caused by the thoughtful solitude 
 into which for some years I have retired, that 
 put into my head the foolish idea of writing. 
 I find myself unprovided with other matters 
 and present myself to myself for argument 
 and subject. This is the only book in the 
 world of its kind and is remarkable for noth- 
 ing but its extravagance. Indeed, the sub- 
 ject is so frivolous that the best workman 
 in the world could not give it a form worthy 
 
 of esteem, 
 no 
 
OP THE AFFECTION OF FATHERS. HI 
 
 Now, madam, as I am about to draw my 
 
 own picture true to life, I shall be omitting an 
 
 important feature did I fail to 
 
 Madame ■*• • ■ i i x i 
 
 D'Estissao ex- represent m it the honour I have 
 tolled as a good ever paid to your merits. I men- 
 tion this expressly at the head of 
 this chapter, for the reason that, among your 
 other good quaKties, the loye you have shown 
 to your children holds one of the chief places. 
 I remember at what age your husband left you 
 a widow ; the great and honourable matches you 
 have refused; the firmness with which you 
 have attended to your afPairs, difficult though 
 they were ; the success with which you have 
 managed all these is an evidence that we have 
 not a more striking example of natural aifec- 
 tion than yours. 
 
 I praise God, madam, that your efforts have 
 been so well employed. The great promise 
 Gratitude due that Mousieur D'Estissac, your 
 her from her son. gon, gives of himself is Sufficient 
 assurance that when he comes of age you will 
 receive the obedience and gratitude of a good 
 man. On account of his tender years, he has 
 not been capable of noticing these numberless 
 acts of kindness which he has received from 
 you. I shajl therefore take care, if these papers 
 ever fall into his hands, that he receives from 
 
112 THE EDUCATION OF CHILDREN. 
 
 me this testimony. As a result of your kind- 
 ness, he will see and feel that there is not a 
 gentleman in France who stands more indebted 
 to a mother's care than he does. He can then 
 give proof of his own worth and virtue, by 
 acknowledging you for that excellent mother 
 you are. 
 
 If there can be any natural law, or instinct, 
 which holds good universally, in my opinion. 
 Parental affec- ^^^ ^^st is self-preservation, while 
 tion is greater the aflfection which the parent 
 than filial. ^^^^.^ ^^ j^-g offspring holds the 
 
 second place. Nature seems to have recom- 
 mended this to us, having regard for the ex- 
 tension and progression of the race. On the 
 contrary, it is no wonder the regard of children 
 toward their parents is not so great. To this 
 we may add the other Aristotelian considera- 
 tion, that he who confers a benefit loves better 
 than he is beloved again, and he to whom a 
 debt is due better than he from whom it is 
 due.^^'' Every artificer cares more for his work 
 than the work would for the artificer if it had 
 sense. We delight to be, and to be consists in 
 moving and acting ; in this way every one has, 
 in some sort, a being in his work. Whoever 
 confers a benefit exercises a fine and honourable 
 action ; he who receives it exercises the utile 
 
OP THE AFFECTION OP FATHERS. 113 
 
 only. Now the utile is mucli less lovable than 
 the Jioneshim (the honourable), which is stable 
 and permanent, supplying him who has done 
 it with a continual gratification. The utile 
 loses itself, easily glides away, and the memory 
 of it is neither so fresh nor so pleasing. Those 
 things are dearest to us which have cost us 
 most, and giving is more enjoyable than re- 
 ceiving. 
 
 Since it has pleased God to endow us with 
 
 some capacity for weighing things, we ought 
 
 sometimes to yield to the simple 
 
 Children's rights. , i ■ , j. , n j.t 
 
 authority oi nature, as do the 
 brutes, but not allow ourselves to be tyran- 
 nized over. Reason alone should have control 
 of our inclinations. I, for my part, have a 
 strange dislike for those inclinations that are 
 started in us without the direction of the Judg- 
 ment. In this connection, I dislike that habit 
 of dandling and caressing infants too young to 
 render themselves lovable, having neither mo- 
 tion of soul nor shape of body, and I have not 
 allowed them to be nursed near me.^^ A true 
 and well-regulated affection ought to spring up 
 and increase with the knowledge they give us 
 of themselves. And then if they are worthy 
 of it, natural feeling, going hand in hand with 
 reason, should cherish them with a truly pa- 
 
114 THE EDUCATION OF -CHILDREN. 
 
 temal love. Most commonly, however, we find 
 ourselves more interested in the first trotting 
 about, the little ways and plays of our chil- 
 dren, than we are afterward with their formed 
 actions. It is as if we loved them for our sport, 
 like monkeys, and not as men. There are some, 
 too, very liberal in buying them playthings 
 when they are children who are very close- 
 handed for the least necessary expense when 
 they grow up ; so much so, that it looks as if 
 we were jealous of seeing them appear in the 
 world when we are about to leave it. It an- 
 noys us to have them tread upon our heels as 
 if to urge us to leave. For my part, I think it 
 cruelty and injustice not to receive them into 
 a share of our goods. When they are capable, 
 they should be informed of our domestic affairs, 
 and we should lessen our own expenditures to 
 leave more for theirs. It is unjust that an old 
 fellow, deaf, lame, and half-dead, should alone 
 in the chimney-corner enjoy the goods that are 
 suflScient for many children, and allow them in 
 the meantime to lose their best years for want 
 of means to put themselves forward in the 
 public service. A man in this way may drive 
 his children to desperate measures and to seek 
 out any means, no matter how dishonest, to 
 provide for their own support. . . . 
 
OP THE AFFECTION OP FATHERS. 115 
 
 A lord of very good understanding once 
 told me that lie hoarded up wealth, not to de- 
 A J. .^ ,_ ,j rive any use from it himself, but 
 
 A father should •' , ' 
 
 be respected for to make himself honoured and 
 himself, not for gought after by his relatives. 
 When age should deprive him of 
 other powers, it was the only remaining means 
 to maintain his authority in his family, and to 
 keep him from being neglected and despised 
 by all the world. In fact, not only old age but 
 every other infirmity, according to Aristotle,'^ 
 is a promoter of avarice. A father is very 
 miserable who has no other hold on his chil- 
 dren's affections than the need they have of 
 his assistance. Pie must render himself worthy 
 of respect by his virtue and wisdom, and be- 
 loved by the bounty and the sweetness of his 
 manners. Even the ashes of rich matter have 
 value, and we generally, by custom, hold the 
 bones of worthy men in reverence. No old 
 age can be offensive in a man who has passed 
 his life in honour ; it must be venerable, espe- 
 cially to his children whom he has trained up 
 to their duty by reason, not by roughness and 
 force and the need they have of him. 
 
 " Et errat longe, mea quidem sententia, 
 Qui imperium credat esse gravius aut stabilius 
 Vi quod fit, quam illud quod amieitia adjungitur." ^^ 
 
116 THE EDUCATION OF CHILDREN. 
 
 (" And he extremely difEers from my sense, 
 Who thinks the power obtained by violence 
 Can ever prove more solid and secure 
 Than that which friendship's softer means procure.") 
 
 I condemn all violence in tlie education ^^^ 
 of a gentle soul that is designed for honour and 
 Physical yioien.ce liberty. I am of the opinion that 
 condemned. what cau not be douc by reason, 
 
 prudence, and tact is never to be effected by 
 force. I myself was brought up in this way ; 
 they tell me I never felt the rod but twice, and 
 then very slightly. I have followed the same 
 method with my children, all of whom died very 
 young except Leonora, my only daughter.'^^ 
 She escaped that misfortune and has come to 
 more than six years of age without other cor- 
 rection than words, and those very gentle. 
 And though my expectations be frustrated, 
 there are other causes on which to lay the fault 
 without blaming my discipline, which I know 
 to be natural and just. I should have been 
 even more scrupulous toward sons as born to 
 less subjection. I should have delighted to 
 swell their hearts with ingenuousness and free- 
 dom. I have never observed other effects of 
 whipping than to render children more cow- 
 ardly or more wilful and obstinate. Do we 
 wish to be beloved of our children, would we 
 
OF THE AFFECTION OF FATHERS. HV 
 
 remove from them all occasion of wishing our 
 death, though " Nullum scelus rationem ha- 
 bet " ^^ (" No crime can have a justification "), 
 let us reasonably satisfy their lives with what 
 is in our power. In order to do this, we should 
 not marry so young that our age shall in a 
 measure be confounded with theirs. I speak 
 more especially of the gentry, who live, as the 
 phrase is, upon their income. In other con- 
 ditions, where life is dedicated to making 
 money, a large number of children is an ad- 
 vantage, being so many tools wherewith to 
 grow rich. ... 
 
 I have always thought it must be a great 
 satisfaction to an aged father to put his chil- 
 Parentsand ^reu in the Way of attending to 
 children should Ms affairs ; to have the power 
 befriends. during his lifetime of guiding 
 
 their behaviour, giving them instruction and 
 advice from his own experience, and himself to 
 transfer the ancient honour and order of his 
 house into the hands of those who are to suc- 
 ceed him. In order to do this, I would not 
 avoid their company. I would have them near 
 at hand; and partake, according to the condi- 
 tion of my age, of their feasts and amusements. 
 ... I would endeavour by a sweet and obli- 
 ging disposition to create in my children a 
 
 10 
 
118 THE EnUCATION OF CHILDREN. 
 
 lively and unfeigned friendship and good-will, 
 a tMng not hard to do in well-born natures. 
 Of course, if they be brutes — and our age pro- 
 duces thousands — we must hate and avoid them 
 as such. I am angry at the custom which for- 
 bids children to call their father by the name 
 of father and enforces another title as more 
 full of respect and reverence, as if nature had 
 not sufficiently provided for our authority. We 
 call God father, and refuse to have our chil- 
 dren call us so. I have reformed this error in 
 my family. It is also folly and injustice to 
 deprive them, when grown up, of a familiarity 
 with their father, and to carry an austere coun- 
 tenance toward them, thinking to keep them 
 in awe and obedience. They possess youth 
 and vigour and consequently the breath and 
 favour of the world. They receive these fierce 
 and tyrannical looks (mere scarecrows) of a 
 man without blood either in his heart or veins 
 with mockery and contempt. Though I could 
 make myself feared, I would much rather make 
 myself beloved. . . . 
 
 ">C The late Marshal de Montluc lost his son 
 in the island of Madeira.*^ He was a very 
 brave young man, and much was expected of 
 him by his father, who confessed to me, among 
 other regrets, what a sorrow and heart-break- 
 
OF THE AFFECTION OF FATHERS. 119 
 
 ing it was that lie had never made himself fa- 
 miliarly acquainted with his son. An extreme 
 Mistake of the fatherly gravity had prevented 
 Marshal de him from knowing his son, as well 
 
 °°* ^°' as of showing his great affection 
 
 and the high opinion he had of his noble nature. 
 "The poor boy," said he, "never saw in me 
 other than a stem, forbidding countenance, and 
 is gone in a belief that I neither knew how to 
 love nor esteem him according to his desert. 
 For whom did I reserve the wonderful affec- 
 tion I had in my soul ? Was it not he himself 
 who should have had all the pleasure of it ? I 
 forced myself to put on and maintain this vain 
 disguise, and have by that means deprived my- 
 self of the pleasure of his companionship, and 
 in some measure of his affection, which could 
 not be warm toward me, he having never seen 
 me other than austere." Marshal de Montluc 
 had reason for this complaint, I know. As for 
 myself, a certain experience ^^ has taught me 
 that in the loss of friends there is no consola- 
 tion so sweet as the consciousness of having 
 had no reserve with them, but a perfect and 
 entire familiarity. . A 
 
 I open myself to my family as much as I 
 can, and very willingly let them know my 
 opinion and good- will toward them, as I do to 
 
120 THE EDUCATION OP CHILDREN. 
 
 everybody else. I allow them to know me thor- 
 oughly, for I would not have them mistaken 
 _,.,, ^ ,, in me in anvthinff. Amona: oth- 
 
 Children should . '' e -, ^ 
 
 be somewhat er curious customs oi the Gauls, 
 familiar with CsBsar ^^^ reports that the sons 
 
 their parents. , t , i i ^ 
 
 never presented themselves be- 
 fore their father nor dared appear in his com- 
 pany until they began to bear arms. This 
 would seem to indicate that the father was 
 then ready to receive them into his acquaint- 
 ance and friendship. 
 
OF LIARS. 
 
 Book I, Chapter IX. 
 
 Ik truth, lying is a hateful and accursed 
 vice. When we lie we are not men, for we 
 Children should ^^ve HO other tie upon one 
 be trained to another than our word. If we 
 speak the truth, o^iy could kuow the horror and 
 bad consequence of it, we should pursue it with 
 fire and sword, and more justly than any other 
 crime. I notice that parents, with great indis- 
 cretion, correct their children for little innocent 
 faults, and torment them for childish tricks that 
 make no impression and have no bad results. 
 On the other hand, lying and wilful obstinacy 
 are the faults which oiight on all occasions to 
 be repressed, or they will grow and develop 
 with the child. After the tongue has once 
 caught the knack of lying, it is almost impos- 
 sible to eradicate it. For this reason we see 
 some who are otherwise very good men sub- 
 ject to this fault. I have for my tailor an hon- 
 est fellow whom I have never found guilty of 
 
 131 
 
122 THE EDUCATION OF CHILDEEN. 
 
 a single truth — no, not even when it would 
 have been to his advantage. If falsehood had 
 like truth but one face we should get on better, 
 for we should then take the contrary of what 
 the liar says for certain truth. But the reverse 
 of truth has a hundred thousand shapes, and is 
 a field without bound or limit. The Pythago- 
 reans made good to be certain and finite [defi- 
 nite] ; evil infinite [indefinite] and uncertain.^^'' 
 
 Also Book II, Chapter XVIII. 
 
 The first feature in the corruption of man- 
 ners is the banishment of truth ; for, as Pindar 
 Falsehood the ^ays, to be true is the beginning 
 beginning of of a great virtue, and it is the 
 corruption. ^^.g^ qualification that Plato re- 
 
 quires in the governor of his republic. In 
 these days the truth is not so much what it 
 really is, but what every man persuades others ; 
 just as we give the name of money not only to 
 good pieces but to the false also, if they are 
 current and will pass. Our nation has long 
 been reproached with this fault. Salvianus 
 Massiliensis, who lived in the time of Valentin- 
 ianus, says, "Lying and perjury are not vices 
 with the French, but a way of speaking." 
 Any one coming upon this testimony might 
 say it is now a virtue with them. Men edu- 
 
OP LIAKS. 123 
 
 cate themselves to it as an exercise of honour, 
 for dissimalation is one of the most notable 
 qualities of this age. . . , 
 
 Lying is a base, unworthy vice — a vice that 
 one of the ancients ^^^ portrays in most odious 
 A lie is colours when he says, that it is 
 
 contemptible. ^^ manifest a contempt of God 
 and a fear of men. It is not possible to show 
 more clearly the horror, baseness, and ir- 
 regularity of it. Who can imagine anything 
 more contemptible than for a man to be a 
 coward toward men and valiant against his 
 Maker ? Intelligence is conveyed by speaking, 
 and he who falsifies betrays public society. 
 It is only by speech that we can communicate 
 our thoughts and wills ; it is the interpreter of 
 the soul, if it be misleading, we no longer are 
 certain nor have any hold upon one another. 
 If speech deceive us, it destroys all our inter- 
 course and dissolves all ties of government. 
 
OF HABIT. 
 
 Book I, Chapter XXII. 
 
 Plato once reproved a boy for playing at 
 
 nuts. " You reprove me," said the boy, " for a 
 
 little thing." "Habit," replied 
 
 Plato on habit. ^^^^^^ „ .^ ^^^ ^ ^.^^^^ ^^^^„ ^^ 
 
 Our greatest vices have their beginnings in 
 tender infancy ; our principal education depends 
 
 Parents to blame ^V^^ ^^^ ii^rse. Mothers are 
 for not correcting greatly amused to see a child 
 childish vices. ^^^.g^ ^g ^^g ^^^^ ^f ^ chicken, 
 
 or entertain himself with tormenting a dog or 
 a cat.'** And there is many a wise father, too, 
 who considers it a sign of martial spirit when 
 he hears his son domineer over a poor peasant 
 or lackey that dares not answer back. The 
 father considers it a great sign of brains when 
 he sees his boy cheat and overreach his play- 
 fellows by some sly trick. And yet these are 
 the true seeds and roots of cruelty, tyranny, and 
 treason. They bud in childhood, and after- 
 ward shoot up vigorously ia the field of habit, 
 
 124 
 
OF HABIT. 125 
 
 and it is a very dangerous mistake to excuse 
 these evil inclinations because of the child's 
 tender age or the triviality of the subject. 
 First, it is Nature that is speaking when her 
 voice is more sincere and her thoughts less 
 disguised, being younger and more active. 
 Secondly, the deformity of cheating does not 
 depend upon the difference between crowns 
 and pins, but entirely upon itself ; for a cheat 
 is a cheat, be it small or great. This leads me 
 to think it more just to conclude, " why should 
 he not cheat in crowns since he cheats in 
 pins ? " than as they say, " he plays only for 
 pins, he would not do it if it were for crowns." 
 Children should be carefully taught to abhor 
 vices for themselves, and the hideousness of 
 these vices ought to be so represented that 
 they may avoid them not only in their actions, 
 but abominate them from their hearts, so that 
 the very thought will be hateful to them, how- 
 ever masked the vices may be. 
 ^ I know this to be true from my own ex- 
 perience. I was brought up to a plain and 
 Plays of children sincere mamier of dealing, and 
 of great impor- had an aversion to all kinds of 
 **"''^' juggling and dishonesty in my 
 
 childish sports and recreations. And it should 
 be noted here that the play of children is 
 
126 THE EDUCATION OF CHILDREN. 
 
 not really play, but must be judged as their 
 most serious actions."' There is no game, 
 however small, in which naturally and without 
 study and endeavour I have not an extreme 
 aversion to deceit. I shuffle and cut and make 
 as much ado with the cards, keeping as strict 
 account of my farthings as I would for doub- 
 loons. When winning or losing against my 
 wife and daughter, it is the same as when I 
 play in good earnest with others for round 
 sums. At all times and in all things my own 
 eyes are sufficient to watch my fingers. No 
 one watches me so closely, nor is there any 
 one I more fear to offend than myself. ^ 
 
OF PRESUMPTION. 
 
 Book II, Chapter XVII. 
 
 I AGAIN fall to talking of the vanity of our 
 education, the end of which is not to make 
 Formal ^^ good and wise, but learned, 
 
 education Education has not taught us tol 
 
 condemned. f^jj^^ ^^^j embrace virtue and!, 
 
 prudence, but she has imprinted in us their 
 derivation and etymology. We know how to 
 decline the word virtue, even if we know not 
 how to love it. If we do not know what pru- 
 dence really is, in effect and by experience, we 
 at least have the etymology and meaning of 
 the word by heart. We are not content to 
 know the extraction, kindred, and alliances of 
 our neighbours, we would have them for our 
 friends. This education of ours has taught us 
 the definitions, divisions, and partitions of 
 virtue as so many surnames and branches of a 
 genealogy, without any care to establish an 
 intimacy between us and her. Education, 
 for our initiatory instruction, has chosen not 
 
 127 
 
128 THE EDUCATION OP CHILDREN. 
 
 such books as contain the soundest and truest 
 opinions, but such as speak the best Greek 
 and Latin, and by fine words has filled 
 our minds with the vainest notions of an- 
 tiquity. . . . 
 
 There is no soul so coarse and wretched 
 
 wherein some particular faculty may not be 
 
 found : no soul so buried in sloth 
 
 susceptible to that it may not be awakened m 
 
 instruction. g^^^g ^^j^ jj^^ j^ happens that 
 
 a man blind and asleep may be found bright, 
 clear, and excellent in some one thing, we are 
 to inquire of our masters. But the beautiful 
 souls are those that are universal, open and 
 ready for all things, if not taught, at least 
 capable of being taught. . . . 
 
 A good education alters the judgment and 
 the manners, as in the case of Polemon,^*^ a 
 Education young debauched Greek, who go. 
 
 reformatory. j^g })y chauce to hear oue of 
 Xenocrates' lectures, not only observed the 
 eloquence and learning of the professor and 
 brought away some important knowledge, but, 
 what was better, suddenly changed and re- 
 formed his manner of life. Did any one ever 
 hear of such an effect from our teaching ? . . . 
 
 I find the manners and language of country 
 people commonly better suited to the rule of 
 
OF PRESUMPTION. 129 
 
 true philosopliy than those of our philoso- 
 phers themselves, " Plus sapit vulgus, quia 
 Vernacular tautum, quantum opus est sa- 
 
 suited to pit." i'*^ (" The vulgar are so 
 
 philosophy. ^^^j^ ^jggj. ]t)ecause they know 
 
 only what is needful for them to know.") 
 
OF PHYSIOGNOMY. 
 
 Book III, Chapter XII. 
 
 It has happened well that the man most 
 worthy to be known, and to be presented to 
 Simplicity the world as an example, is the 
 
 commended. one of whom we have the most 
 certain knowledge. Socrates has been revealed 
 to us by the most clear-sighted men that ever 
 lived, and their testimonies are admirable both 
 in matter and fidelity. It is a great thing that 
 Socrates so understood the pure imagination of 
 a child, that he was able, without twisting or 
 changing it, to produce a most beautiful effect 
 in the human soul. He shows the soul neither 
 elevated nor rich ; he only represents it sound, 
 but with a pure and vigorous health. By nat- 
 ural means, by ordinary and common fancies,^** 
 he presented not only the most regular, but the 
 highest and most vigorous beliefs, actions, and 
 manners that ever existed. It was he who 
 brought from heaven, where she was losing her 
 time, human wisdom, to restore her to man, 
 
 130 
 
OP PHYSIOGNOMY. 131 
 
 with whom her great business most truly lies. 
 See him plead before his judges ; notice by 
 what reasons he arouses his courage to the 
 fortunes of war ; with what arguments he forti- 
 fies his patience against calumny, tyranny, 
 death, and the shrewishness of his wife. You 
 will find nothing in all this borrowed from the 
 arts and sciences. The simplest may here dis- 
 cover their own means and power. It is not 
 possible to be more humble. He has done 
 human nature a kindness by showing it how 
 much it can do of itself. 
 
 All of us are richer than we think, but we 
 are taught to borrow and to beg, and are brought 
 intemperanco up to make morc use of what is 
 in letters. another's than of our own, Man 
 
 is unable to conform himself to his mere 
 necessity. Of everything — pleasure, wealth, 
 and power — he grasps more than he can hold. 
 His greediness is incapable of moderation, I 
 find, too, in desire for knowledge, he is the 
 same. He cuts out more work than he can do, 
 and more than he needs to do, extending the 
 utility of knowledge to its matter. " Ut 
 omnium rerum sic litterarum quoque intem- 
 perantia laboramus." ^^^ (" As of everything 
 else we are also afflicted with intemperance in 
 letters.") Tacitus has reason to commend the 
 
132 THE EDUCATION OF CHILDREN. 
 
 motlier of Agricola for restraining her son in 
 his violent appetite for learning."® 
 
 That is desirable, if duly considered, which 
 has in it, like the other possessions of nnian, a 
 Little learning g^^^^ ^eal of vanity, a proper and 
 needed to live natural weakness, and costs very 
 '^^'^- dear. The acquisition of learning 
 
 is more hazardous than that of meat or drink. 
 Other things that we buy we can carry home 
 in a vessel, and there examine our purchase, 
 and decide when and how much of it we will 
 take. From the very first, we put our knowl- 
 edge into no vessel but the soul. We swallow 
 it as we buy it, and return from the market 
 already injured or benefited. Some things 
 only burden and overcharge the stomach in- 
 stead of nourishing; and others, under the 
 pretence of curing, poison us. I have been 
 pleased in places where I have travelled to see 
 men out of devotion make a vow of ignorance 
 as well as of chastity, poverty, and penitence. 
 It is also a checking of our unruly appetites to 
 blunt this cupidity that spurs us on to the 
 study of books, and to deprive the soul of this 
 voluptuous complacency that tickles us with 
 the idea of knowledge. It is fully to carry 
 out the vow of poverty to add unto it that 
 of the mind. We need little learning to show 
 
OF PHYSIOGNOMY. I33 
 
 US how to live at ease. Socrates tells us that 
 it is in us, how we may find it and how to use 
 it. All knowledge that exceeds the natural is 
 well-nigh superfluous. It is more likely to 
 burden us than do us good. " Paucis opus est 
 litteris ad mentem bonam." ^^^ ("A man of good 
 natural parts needs little learning.") It is a 
 feverish excess of the mind, a tempestuous 
 and unquiet instrument. Collect yourself ; you 
 will find in your own mind the arguments of 
 nature against death and those best suited to 
 serve you in time of need. It is these argu- 
 ments that make a peasant, an entire people, 
 die with as much firmness as a philosopher. 
 
 11 
 
OF ANGER 
 
 Book II, Chapter XXXI. 
 
 In notting is Plutarch more happy than 
 when he judges of human actions. Especially 
 Children should ^^ this true in his parallel of 
 be educated by Lycurgus and Numa, in which he 
 the state. speaks of the folly of abandoning 
 
 children to the care and direction of their 
 fathers. As Aristotle says, most of our civil 
 governments, after the manner of the Cyclops, 
 leave to every one the ordering of vnfe and 
 children according to his own foolish and in- 
 discreet fancy. "^ The Lacedaemonians and 
 Cretans are almost the only governments that 
 have committed the education of children to 
 the laws. And yet who does not see that in 
 a state all depends upon their nurture and 
 bringing up ? They are, however, left to the 
 mercy of parents, no matter how foolish and 
 wicked they may be. 
 
 As I pass along the street I have often 
 
 134 
 
OV ANGER. 135 
 
 thouglit of writing a comedy to avenge the 
 poor boys whom I have seen flogged, knocked 
 Parent i down, and miserably beaten by 
 
 punishing their some father Or mother mad with 
 children often rage. You See parents come out 
 
 injure them. -.r, ^ j p i t 
 
 With lire and lury sparklmg in 
 their eyes, and with a roaring, terrible voice ; 
 
 " Eabie jectir incendente feruntur 
 Prsecipites ; ut saxa jugis abrupta, quibus mons 
 Subtrahitur, clivoque latus pendente recedit." ^*^ 
 
 ( " As when impetuous winds and driying rain 
 Have mined a rock that overhung the plain, 
 The massy ruin falls with thundering force, 
 And bears all down that interrupts its course.") 
 
 The most dangerous maladies, says Hippocrates, 
 are those that disfigure the countenance. Those 
 who are Just from the nurse are often treated 
 in this way and are lamed and injured by blows, 
 while our justice takes no notice of it, as if 
 these maims and dislocations were not inflicted 
 upon members of our commonwealth. 
 
 " Gratum est, quod patrise civem populoque dedisti, 
 Si facis, ut patriae sit idoneus, utilis agris, 
 Utilis et bellorum et pacis rebus agendis." i^" 
 
 (" True, you have given a citizen to Eome, 
 And she shall thank you if the youth become, 
 By your o'erruling care, or soon or late. 
 An useful member of the parent state ; 
 
136 THE EDUCATION OF CHILDREN. 
 
 Fit to assist the earth in her increase, 
 And proper for affairs of war and peace.") 
 
 There is no passion that so turns men from 
 their right judgment as anger. No one would 
 Anger perverts demuT at punishiug with death 
 justice. a judge who should condemn a 
 
 criminal on account of his own wrath. Why, 
 then, should parents and teachers be allowed 
 to whip children in their anger ? It is then no 
 longer correction, but revenge. Punishment is 
 instead of medicine to children ; and would we 
 tolerate a physician who was enraged at his 
 patient ? "r^e ourselves would do well never 
 to lay a hand upon our servants while angry. 
 Let us defer the business so long as the pulse 
 beats quick. Things will appear otherwise 
 when we are calm and cool. In anger, it is 
 passion that commands and speaks, not we. 
 Faults seen through passion are magnified and 
 appear much greater to us than they really are, 
 like bodies seen through a mist. He who is 
 hungry uses meat, but he who would make use 
 of correction should have no appetite either of 
 hunger or thirst to it. Besides, punishments 
 that are inflicted with deliberation and discre- 
 tion are much better received and with greater 
 benefit by him who suffers. Otherwise, he 
 will think himself unjustly condemned by a 
 
OP ANGER. 13Y 
 
 man beside himself with anger, and will bring 
 forward the judge's excessive passion, his in- 
 flamed countenance, his oaths, his strange 
 actions, for his own justification. 
 
 " Ora tument ira, nigrescunt sanguine venae, 
 Lumina Gorgoneo saevius igne micant." i^i 
 
 (" Eage swells the lips, with black blood fill the 
 veins, 
 And in their eyes fire worse than Gorgon's reigns." 
 
 Suetonius reports that Caius Rabirius having 
 been condemned by Caesar appealed to the 
 people, who determined the cause in his favour 
 because of the animosity and harshness Osesar 
 had shown in the sentence. ^^^ 
 
THE AET OF CONVEKSATION. 
 
 Book III, Chapter VIII. 
 
 Who has ever gained wisdom by his logic ? 
 " Nee ad melius vivendum, nee ad commodius 
 Learning does disserendum." ^^ _ ("It neither 
 not teach effect- makes a man live better nor 
 ive expression. ^^^^^^ ^^^^ aptly.") Is there 
 
 more noise or confusion in the scolding of fish- 
 wives than in the public disputations of schol- 
 ars? I would rather have my son learn to 
 speak in a tavern than to prate in the schools 
 of rhetoric. Take a master of arts, converse 
 with him; why does not he convince us of 
 his artificial excellence? Why does he not 
 enchant women and ignorant fellows like us 
 with admiration at the steadiness of his rear 
 sons and the beauty of his order ? Why does 
 he not persuade and sway us at will ? Why 
 does a man who has so great advantage in mat- 
 ter, mingle railing, indiscretion, and fury, in his 
 disputation ? Strip him of his gown, his hood, 
 
 138 
 
THE ART OF CONVERSATION. 139 
 
 and his Latin, and you would take him for one 
 of us, or worse. "While they torment us with 
 this confusion of words, it fares with them, I 
 think, as with Jugglers; their dexterity de- 
 ceives our senses, but does not change our be- 
 lief. Out of this legerdemain they perform 
 nothing that is not very ordinaiy. Being 
 learned they are not the less fools. 
 
 I love and honour knowledge as much as 
 those who have it, and used properly it is the 
 
 , , most noble and the most power- 
 
 Knowledge use- ... „ -^ 
 
 less which does ful acquisition of men. But men 
 not improve the guch as I spcak of — and their num- 
 ber is infinite — place their funda- 
 mental reliance upon it, and appeal from their 
 understanding to their memory, " sub aliena 
 umbra latentes " '^* (" hiding under borrowed 
 shade "), and can do nothing except by book. 
 I hate it, if I may dare say so, even worse than 
 stupidity itself. In my country, and in my 
 time, learning improves many fortunes but not 
 minds. If it comes in contact with those 
 that are dull and heavy, it overcharges and 
 suffocates them, leaving them with a crude and 
 undigested mass. If the mind is airy and fine, 
 it purifies, clarifies, and subtilizes them to inani- 
 tion. Learning thus becomes a thing of vary- 
 ing quality, a very useful accession to a well- 
 
140 THE EDUCATION OP. CHILDREN. 
 
 born soul, but hurtful and pernicious to 
 others.^®^ It is rather a very precious thing 
 that will not suffer itself to be purchased 
 under value. In the hands of some it is a 
 sceptre, in the hands of others a fool's bauble. 
 
OF IDLENESS. 
 
 Book I, Chapter VIII. 
 
 We see ground that has long remained fal- 
 low, and gro^Ti rich and fertile by rest, abound 
 with innumerable weeds and un- 
 Mind requires profitable wild herbs. To make 
 
 occupation. ^ 
 
 it perform its true functions, we 
 must cultivate and prepare it for such seed as 
 we consider proper. ... So it is with our 
 minds. If we do not apply them to some sort 
 of study that will fix and restrain them, they 
 will drift into a thousand extravagances, and 
 will sternly run here and there in an inextrica- 
 ble labyrinth of restless imagination. ... In 
 this wild and irregular agitation there is no 
 folly nor idle fancy they do not touch upon : 
 
 " Velut segri somnia, vanee 
 Fingentur species." i^e 
 
 (" Like sick men's dreams, that, from a troubled 
 brain. 
 Phantasms create, ridiculous and vain.") 
 
 141 
 
142 THE EDUCATION OP CHILDREN. 
 
 The soul that has no established limits to 
 circumscribe it, loses itself. As the epigramma- 
 tist says, " He that is everywhere is nowhere." 
 
 " Quisquis ubique habitat, 
 Maxime, nusquam habitat." *" 
 
OF EXPEEIENCE. 
 
 Book III, Chapter XIII. 
 
 Philosophees, with good reason, send iis 
 back to the rales of nature, but they them- 
 Go back to selves have nothing to do with 
 
 nature for such sublime knowledge. They 
 
 wisdom. misrepresent and show us her 
 
 face painted with too high and too sophisti- 
 cated a colour, for which reason we have so 
 many portraits of so uniform a subject. As 
 philosophy has given us feet with which to 
 walk, so she has given us prudence to guide us 
 in life ; not such an ingenious, robust, and 
 majestic a prudence as that of their invention, 
 but one that is easy, quiet, and healthful. It 
 very well performs the promises to him who 
 has the good fortune to know how to apply it 
 sincerely and regularly — that is to say, accord- 
 ing to nature. The more simply a man com- 
 mits himself to nature, the more wisely. Oh, 
 what soft, easy, and wholesome pillows are 
 ignorance and indifference whereon to lay a 
 
 143 
 
144 THE EDUCATION OF CHILDEBN. 
 
 well-made head ! I would rather understand 
 myself well in myself than in Cicero. I have 
 had enough experience to make me wise, if I 
 were only a good scholar. Any one who will 
 recall an instance of anger, and who remem- 
 bers the fever that transformed him, will real- 
 ize the deformity better than in Aristotle, and 
 will conceive a more just hatred of it. Who- 
 ever will remember the dangers he has escaped, 
 those that threaten him, and the slight occa- 
 sions that have removed him from one condi- 
 tion to another, will by that means prepare 
 himself for future changes, and give him a 
 knowledge of his state. The life of Caesar 
 himself is no greater example than our own ; 
 both popular and imperial, it is still a life to 
 which all human accidents may refer. . . . 
 
 In my childhood what they had to correct 
 
 me for most often was my refusal of those 
 
 things which children commonly 
 
 Children should i i , t -, 
 
 be trained to l^ve best, such as sugar and 
 like ordinary sweetmeats. My tutor contended 
 *■ i°ss. with this aversion to delicacies as 
 
 a kind of over-nicety, and indeed it is nothing 
 but a peculiarity of taste. Any one who should 
 cure a child of an obstinate liking for brown 
 bread, bacon, and garlic could cure him of all 
 kinds of delicacy. ... It is a sign of an effemi- 
 
OF EXPERIENCE. I45 
 
 Date nature to dislike ordinary and accustomed 
 tilings. ... It is better to train one's appetite 
 to those things whicli are to be procured most 
 easily, but it is always bad to pamper one's 
 self. I once called effeminate a relative of 
 mine who while in the galleys had learned not 
 to use beds, and not to undress when he went 
 to sleep. 
 
 If I had sons I should heartily wish them 
 my fortune. The good father Grod gave me, 
 Children should ^ho had nothing of me but the 
 not be brought acknowledgment of his bounty 
 up in luxury. _^ ^^^^ ^^^^ One— Sent me 
 
 from my cradle to live in a poor village of 
 his. I remained there all the time I was being 
 nursed, and even longer, and was brought up in 
 the meanest and most common way of living ; 
 " Magna pars libertatis est bene moratus ven- 
 ter." *^ ("A well-regulated stomach is a great 
 part of liberty.") Never take upon your- 
 selves, much less leave to your wives, the 
 bringing up of your children. Leave their 
 shaping to fortune, under natural and human 
 laws. Leave it to custom to train them up to 
 frugality and austerity that they may rather 
 rise from hardships than come to them. My 
 father had also another idea, and that was to 
 make me familiar with those people and that 
 
146 THE EDUCATION OP CHILDREN. 
 
 class of men which most need our assistance. 
 He believed that I would have more regard' for 
 those who had helped me than for those who 
 had not. For the same reason also he pro- 
 vided me with godfathers of the most humble 
 condition. And his design succeeded, for I 
 have a very kind inclination toward the meaner 
 sort of people, whether it be out of condescen- 
 sion or out of natural compassion. 
 
HISTOEY. 
 
 Book II, Chapter X. 
 
 The historians, however, are my true men, 
 for they are pleasant and easy, and in them I 
 History best ^^^ man in general, the knowl- 
 taught by ledge of whom I hunt after, more 
 
 biography. lively and entire than anywhere 
 
 else. Here are shown the variety and truth of 
 his internal qualities, as a whole and in piece- 
 meal ; the different means by which he is united 
 and knit ; and the accidents that threaten him. 
 Now, those that write lives, because they insist 
 more upon counsels than events, more upon 
 what comes from within than upon what 
 happens without, are most proper for my read- 
 ing; therefore, above all others, 
 Plutarch is the man for me. I 
 am sorry we have not a dozen like Diogenes 
 Laertius, or that his history was not more 
 extended or more comprehensive, for I am as 
 curious to know the lives and fortunes of 
 these great instructors of the world as to 
 know their different doctrines and opinions. 
 
 147 
 
148 THE EDUCATION OF CHILDREN. 
 
 Studying history in this way a man must 
 tumble over without distinction all sorts of 
 authors, new and old, French and foreign, 
 in order to know the things they variously 
 treat. Caesar, in my opinion, particularly de- 
 serves to be studied, not for knowledge only, 
 but for himself, since he is so far above the 
 rest, Sallust included. In truth, 
 I read this author with more re- 
 spect and reverence than are usually allowed 
 to human writings, and I consider that in his 
 person, by his actions and miraculous great- 
 ness, and by the purity and inimitable polish 
 of his language and style, he not only excels 
 all other historians, as Cicero confesses, but 
 Cicero himself as well. He speaks of his 
 enemies vdth so much sincerity of judgment 
 that, excepting his pestilent ambition and the 
 false colours with which he strives to palliate 
 his bad cause, there is no fault to be found in 
 him. It is true he speaks too sparingly of 
 himself, especially since he must have had a 
 greater share in the execution of many things 
 than he gives himself credit for, seeing they 
 could not have been performed except under 
 his personal supervision. 
 
 I love historians, whether they be of the 
 simple kind or of the higher order. The 
 
HISTORY. 149 
 
 first make it their business to collect all that 
 Classes of histo- comes to their knowledge, and 
 rians. Froissart. faithfully to record all things 
 without choice or prejudice, mixing nothing of 
 their own with it, but leaving us the task of 
 discerning the truth. Such a one is honest. 
 Froissart, who has proceeded in his undertak- 
 ing with so frank a plainness that, having com- 
 mitted an error, he is not ashamed to confess 
 and correct it in the place where the finger has 
 been laid. He gives us even the rumoiu-s that 
 were then spread abroad, and the different re- 
 ports that were made to him. These things 
 are the naked and unformed material of his- 
 tory, of which everyone may make his profit 
 according to his understanding. On the other 
 hand, the more excellent historians have judg- 
 ment to pick out what is most worthy to be 
 known, and of two accounts to choose that 
 which is the more likely to be true. From the 
 condition of princes and their dispositions, 
 they imagine the counsels, and attribute to 
 them words proper for the occasion. These 
 historians have the right to assume the respon- 
 sibility of regulating our belief, because of 
 what they themselves believe ; but certainly 
 this privilege belongs to very few. As for the 
 middle sort of historians — to which class most 
 
 12 
 
150 THE EDUCATION OP CHILDREN. 
 
 belong — ttey spoil all. They chew our meat 
 for us. They take upon themselves to judge of 
 history, and consequently to bias it to their own 
 fancy. If the judgment lean to one side, a man 
 can not help twisting his narrative.^^' These 
 historians undertake to select things worthy to 
 be known, and yet often conceal from us such 
 words and such private actions as would greatly 
 instruct us ; they omit as incredible the things 
 they do not understand, as well as the things 
 they are unable to express in good French or 
 Latin. Let them display their eloquence and 
 judge according to their own ideas, but at the 
 same time let them leave us something to judge 
 of also, and neither alter nor disguise by their 
 abridgments and selections anything of the real 
 matter, but give it to us pure and entire. 
 
 As a general rule, in these modern times, 
 historians are chosen from among the mediocre 
 An eye-witness P^opl^ simply because they are 
 the best his- graceful writers, as if we were to 
 *""*"■ learn language from them. These 
 
 men pretending to nothing but babble, and 
 being hired for no other end, prepare us an 
 interesting report they have picked up at the 
 street corners, and they care little for the truth 
 of the matter. The only really good historians 
 are those who have taken part in the affairs of 
 
HISTORY. 151 
 
 whicli they write, or at least have had to do 
 with others of the same nature ; such were 
 almost all the Greek and Roman historians. 
 For several eye-witnesses having written of the 
 same subject, at a time when greatness and 
 learning often met in the same person, if there 
 happened to be an error, it must of necessity 
 be a very slight one, and upon a very doubtful 
 incident. What can one expect from a physi- 
 cian who writes of war, or from a mere scholar 
 treating of the plans of rulers ? 
 
 Also Book I, CKapter XVI. 
 
 In reading history — a subject on which 
 everybody writes — I consider what kind of 
 Value of history ^^^n are the authors. If they be 
 relative to the persons who prof ess nothing but 
 author. mere learning, I observe their 
 
 style and note their language. If they be 
 physicians, I am inclined to credit what they 
 report of the temperature of the air, of the 
 health and temperament of princes, of wounds 
 and diseases. If they be lawyers, we learn from 
 them concerning the controversies of right and 
 wrong, the establishment of laws and civil gov- 
 ernment, and so on. If they be divines, we 
 believe what they say about the affairs of the 
 church, ecclesiastical censures, marriages, and dis- 
 
152 THE EDUCATION OP CHILDREN. 
 
 pensations. Courtiers are authority upon man- 
 ners and ceremonies, soldiers upon tlie things 
 that properly belong to their profession, espe- 
 cially upon the accounts of actions and enter- 
 prises in which they were personally engaged ; 
 while from ambassadors we are to learn of their 
 negotiations, diplomatic discoveries, adroit ma- 
 noeuvres, and how such things are to be car- 
 ried on. 
 
 Also Book I, Chapter XX. 
 
 I am sometimes in doubt whether a divine 
 
 or a philosopher, men of such exact wisdom 
 
 and tender conscience, ought to 
 
 Clergymen and ... p i i 
 
 philosophers WTite history, for how can they 
 should not write gtake their reputation upon a 
 '^ °'^^' popular belief ? How be respon- 
 
 sible for the opinions of men they do not 
 know, or state their conjectures of truth? 
 Even of actions performed before their own 
 eyes, especially if several persons took part, 
 they would be unwilling to give evidence upon 
 oath before a judge, nor do they know any 
 man well enough to become surety for his in- 
 tentions. For my part, I think it less danger- 
 ous to write of things past than present. In 
 the former instance the writer is only to give 
 an account of things everyone knows he must 
 of necessity take upon trust. 
 
NOTES. 
 
 1. Page 20. Montaigne's expression is me fieri. It is 
 thiought that Eousseau owes to this word his discovery 
 of the motto of the Solar Family : " Tel fiert que ne tue 
 pas" (see Eousseau's Confessions, Part i, Book iii). 
 The word itself is from the Latin ferio. 
 
 2. P. 23. Diogenes Laertius, Chrysippus, Tii. 
 
 3. P. 22. Diogenes Laertius, Epicurus, x. 
 
 4. P. 23. This is literally true. Montaigne quoted 
 more and more as he grew older. The first edition of 
 his Essays (Bordeaux, 1580) has very few quotations. 
 These become more numerous in the edition of 1588. 
 The great multitude of classical texts, which at times 
 overload the page, date only from the posthumous 
 edition of 1595. He had annotated his previous edi- 
 tion during the last years of his life, as an amusement 
 of his idleness. This explains also in part the varying 
 translations. 
 
 5. P. 24. See chapter on Moral Education in Spen- 
 cer's Education, where the same thought is amplified. 
 
 6. P. 25. This idea is taken from Plato's Dialogue, 
 Theages. A father comes to Socrates for advice con- 
 cerning his son's education. The reply was the same 
 that Montaigne has here given. Jowett, however, con- 
 siders Theages spurious, and does not include it in his 
 
 edition of 1892. 
 
 153 
 
154 THE EDUCATION OF CHILDKEN, 
 
 7. P. 35. Eepublic, iii. " They (the rulers) should 
 observe what elements mingle in their offspring, for if 
 the son of a golden or silver parent has an admixture 
 of brass or iron, then nature orders a transposition of 
 ranks." 
 
 8. P. 28. Tete Menfaite, an expression created by 
 Montaigne, which has remained a part of the French 
 language. The edition of 1580 has, " Je voudrois aussi 
 qu'on fut soigneus de luy choisir un conducteur qui eut 
 plustost la teste bien faicte que bien pleine." Locke 
 is still more careful, and would not have a tutor 
 changed any more than a man would his wife (sec. 
 92). Eousseau gives the tutor entire charge of Emile for 
 twenty-five years, sends him to the country, and isolates 
 him from society (Eousseau's Emile, New York, 1893, 
 p. 15 et seg.). Dr. Thomas Arnold was entirely of Mon- 
 taigne's opinion. " And to this I find myself coming 
 more and more. I care less and less for information, 
 more and more for the pure exercise of the mind. . . . 
 What I want is a man who is a Christian and a gentle- 
 man — an active man, and one who has common sense 
 and understands boys. ... I prefer activity of mind, 
 and an interest in his work to high scholarship " 
 (quoted by Dr. Fitch in Thomas and Matthew Arnold, 
 New York, 1897, p. 69 et seg.). 
 
 9. P. 28. Cicero, De Natura Deorum., i, 5. 
 
 10. P. 30. A remarkable example of Herbartian 
 apperception and co-ordination two hundred years be- 
 fore Herbart. 
 
 11. P. 30. Seneca, Epist., 33. 
 
 12. P. 31. Dante, Inferno, xi, 93. " Che non men 
 che saver, dubbiar m'aggrata." 
 
 13. P. 31. Seneca, Epist., 33. 
 
 14. P. 33. From this and other statements it is evi- 
 
NOTES. 155 
 
 dent that Montaigne would be in hearty sympathy with 
 the Herbartian doctrines of apperception and interest. 
 See further, Theodor Arndt : Montaigne's Ideen iiber 
 Erziehung ; eine Studie zur Geschichte der Padagogik, 
 Dresden, 1875. 
 
 15. P. 34. The Santa Eotunda is the temple of 
 Agrippa at Eome, coinpleted about 25 b. c. ; also called 
 the Pantheon. After Alaric and Genseric had plun- 
 dered it, Emperor Phocas gave it to Pope Boniface IV, 
 who changed it into a Christian Church without any 
 important alterations. Montaigne speaks of it in his 
 Journey into Italy as very beautiful because of its bril- 
 liant illumination. " It is covered," he says, " from top 
 to bottom with moving lamps, which keep turning about 
 all night long." Busts of many eminent persons adorn 
 the interior, and the painters Raphael, Annibale Ca- 
 racci, and Mengs are buried here. 
 
 16. P. 35. Montaigne was not fortunate in either 
 mother or wife, and this opinion is the direct result of 
 his own observation. At the same time it shows one 
 of his most serious limitations. The French have suf- 
 fered severely for their shortsightedness in this direc- 
 tion. A genuine, pure family life constitutes an ines- 
 timable moral factor in the education of a child. Mon- 
 taigne was an indifferent husband ; Locke lost his 
 mother when young, and never had sister or wife ; 
 Eousseau sent his children to the foundling's home 
 soon after birth. It was reserved for Luther, Pes- 
 talozzi, and Froebel to emphasize by precept and ex- 
 ample the great significance of the family in the edu- 
 cation of the young. 
 
 17. P. 35. Horace, Ode, iii, 2, 5. 
 
 18. P. 36. Cicero, Tusc. Quaes., ii, 15. 
 
 19. P. 36. To be read in connection with pp. 35, 
 
156 THE EDUCATION OP CHILDEEN. 
 
 36, 63, 64. Montaigne here suggests the hardening 
 method. Locke from these suggestions makes out a 
 very elaborate system (sec. 1-9) with the same purpose 
 in view. Locke, however, goes to extremes which are 
 absurd — as, for example, his advice that a child's 
 shoes be made so thin that they may " leak and let in 
 water whenever he comes near it." For the contrary 
 view, see Spencer's Physical Education, where he calls 
 the hardening process a " grievous delusion." Kous- 
 seau does not keep pace with Locke, but thinks, 
 nevertheless, that in time children may be bathed in 
 water at the point of freezing (p. 24). Little or no 
 headdress should be worn at any time of the year 
 
 (P- 91)- 
 
 30. P. 37. Montaigne speaks further concerning 
 good manners in Book i, chapter xiii. "Not every 
 country only, but every city and every society has a 
 certain form of good manners. In this respect there 
 was care enough taken in my education, and I have 
 lived in good company enough to know the formalities 
 of our own nation, and am able to give lessons in it. 
 I love to follow them, but not to be so completely en- 
 slaved to their observation that my whole life should 
 be given up to them. ... I have seen some people 
 rude by being over-civil and troublesome in their 
 courtesy." Locke, too, warns young people of this 
 " mistaken civility," and gives careful directions for 
 training children in good breeding (sec. 144^145). 
 
 31. P. 38. Seneca, Epist., 103. 
 23. P. 38. Cicero, De Offlc, i, 41. 
 
 33. P. 39. Cicero, Acad., v, 3, 39. 
 
 34. P. 43. Propertius, iv, 3, 39. 
 
 25. P. 43. Anticipating our modern idea of teach- 
 ing history by means of biography, Kousseau quotes 
 
NOTES. 157 
 
 Montaigne and heartily agrees witli him (p. 31G). See 
 further, the extract from Essay X, Book ii. 
 26. P. 43. Plutarch, On False Shame. 
 
 37. P. 43. Estienne de la Boetie, who wrote a book 
 on Voluntary Servitude. A complete edition of La 
 Boe tie's works was published in Paris, 1846. A touch- 
 ing and beautiful picture of the feeling which existed 
 between the two men is drawn in Book i, Essay 37. 
 
 38. P. 44. Plutarch, Apothegms. 
 
 29. P. 44. Plutarch, On Exile. 
 
 30. P. 47. Cicero, Tusc. Quses., v, 3. 
 
 31. P. 47. Persius, iii, 69. 
 
 33. P. 48. Virgil, ^neid, iii, 459. 
 
 33. P. 49. Horace, Epist., i, 3, 40. 
 
 34. P. 49. Propertius, v, 1, 85. 
 
 35. P. 49. Anacreon, Ode xvii, 10. 
 
 36. P. 50. Diogenes Laertius, ii. 
 
 37. P. 50. Theodore Gaza was a famous teacher of 
 languages during the middle of the fifteenth century, 
 and became rector of the Academy of Ferrara. He 
 aided much in reviving classical studies in Europe, and 
 his Greek Grammar was considered an authority for 
 many years. Montaigne in his condemnation of Gaza, 
 seems to have in mind our modern principle — in learn- 
 ing a language, endeavor to associate as much real 
 knowledge with the words as is possible. 
 
 38. P. 53. Plutarch, On Oracles which have 
 Ceased. 
 
 39. P. 52. Juvenal, Satire, ix, 18. 
 
 40. P. 53. Montaigne here, no doubt, is thinking 
 of the subtleties and intricacies of logic. These Scho- 
 lastic terms had been brought into vogue by Peter His- 
 panus in the latter part of the thirteenth century. 
 See Ueberweg's System of Logic and History of 
 
158 THE EDUCATION OP CHILDREN. 
 
 Logical Teachings (third edition, Bonn, 1865, pp. 
 371-337). 
 
 41. P. 54. Hesiod, "Epya koI 'H/^epa^ V, 27. 
 
 43. P. 54. Heroines of Ariosto's Orlando Furioso. 
 
 43. P. 56. On a copy of the edition of 1588, which 
 Montaigne corrected with his own hand, is found the 
 following remarkable passage : " That the tutor in 
 good time strangle him, if he be without witnesses," 
 etc. (see M. Kaigeon's edition). The change must 
 have been made later, either by the essayist himself or 
 by Mile, de Gourney, his first editor. 
 
 44. P. 56. Plato, Eepublic, iv. "The intention 
 was that in the case of the citizens generally, each in- 
 dividual should be put to the use for which nature in- 
 tended him." 
 
 45. P. 56. Persius, iii, 23. Lnther had the same 
 thought when he observed : " It is difficult to teach 
 old dogs new tricks, but we have the young ones." 
 Proebel, as we know, makes much of the same idea, 
 and we find it also at the basis of Herbartian courses 
 of study. 
 
 46. P. 57. Montaigne evidently gives children 
 credit for considerable reflective power. Locke makes 
 much of reasoning with children. " They love to be 
 treated as rational creatures sooner than is imagined " 
 (sec. 81). 
 
 47. P. 58. Persius, v, 64. 
 
 48. P. 58. Diogenes Laertius, x. 
 
 49. P. 59. Ibid, iv. 
 
 50. P. 59. Hobbes said that if he had been at col- 
 lege as long as other people he should have been as 
 great a blockhead as they. 
 
 51. P. 60. Plutarch, Symp. 
 
 52. P. 60. Horace, Epist., i, 1, 25. 
 
NOTES. 159 
 
 53. P. 61. The great attention given to physical 
 training during the past twenty years indicates the 
 necessity for this advice. Beginning Septemher, 1897, 
 Yale freshmen are compelled to do two hours' work a 
 week in the gymnasium under direction. This is one 
 of the latest evidences of the recognition by high au- 
 thority of the close relation between mind and body. 
 
 54. P. 63, This should be read in connection with 
 pages 116, 136, 137. Montaigne's experience with the 
 harshness of his time is corroborated by the testimony 
 of others. Erasmus says that the whip, imprison- 
 ments, and fasts were the fundamental principles of 
 the education he remembered. Eabelais gives his 
 opinion of the colleges of his time in these words: 
 " Think not, my sovereign lord, I would place your 
 son in that low college they call Montagu. I would 
 rather place him among the grave-diggers of Saint 
 Innocent, so enormous is the cruelty and villainy I 
 have known there. The galley-slaves are far better 
 used among the Moors and Tartars — yea, the very dogs 
 in your house — than the poor, wretched students in 
 the aforesaid college " (Eabelais, Book i, 37). The col- 
 leges of Prance were improved after a king of France 
 had himself enrolled among the boys of the College of 
 Ifavarre (Arnstadt, Fran9ois Eabelais, Leip., 1873). 
 Locke had some unpleasant reminiscences of West- 
 minster School, and would advise men " not to endan- 
 ger their sons' innocence for the sake of a little Greek 
 and Latin " (sec. 70). Not only were the schools ex- 
 cessively cruel, but they were reprehensible for the 
 general immorality of the students. Lord Chesterfield 
 seemed to think a boy could not live a virtuous life at 
 school (see Letters). Even as late as 1634, Duke 
 Albrecht, of Saxony, writing of the "University of 
 
160 THE EDUCATION OP CHILDREN. 
 
 Jena, complains of the innumerable disorders, excesses, 
 blasphemies, looseness of words and actions, and in eat- 
 ing and drinking, and all manner of vicious and god- 
 less actions, sometimes extending to murder and fatal 
 injuries. " The student," says the Vienna Statutes 
 (1388), " shall not spend more time in drinking, fight- 
 ing, and guitar playing than at physics, logic, and the 
 regular course of lectures." " Swift once asked a young 
 clergyman if he smoked. Being answered that he did 
 not, 'It is a sign,' said he, ' you were not bred in 
 the University of Oxford, for drinking and smoking 
 are the first rudiments of learning taught there ; 
 and in these two arts no university in Europe can 
 outdo them ' " (The Atlantic Monthly, November, 
 
 Quintilian, Inst. Orat., i, 3. 
 Diogenes Laertius, iv, 1. 
 Plato, Laws, viii. Women and girls are 
 to take part in these contests also. 
 68. P. 64. Seneca, Epist., 90. 
 
 59. P. 65. Horace, Epist., i, xvii, 23 ; also, Diog- 
 enes Laert., ii. 
 
 60. P. 65. Horace, Epist., i, xvii., 25. 
 
 61. P. 66. Cicero, Tusc. Quaes., iv, 3. 
 
 63. P. 66. Plato was not born until more than one 
 hundred years after Pythagoras. It was the latter 
 who made this answer to Leo. Heraclides was a dis- 
 ciple of Plato. 
 
 63. P. 66. Diogenes Laertius, vi. 
 
 64. P. 67. Cicero, Tusc. Quses, ii, 4. 
 
 65. P. 69. Horace, Ars Poetica, 311. 
 
 66. P. 69. Seneca, Controvers., iii. 
 
 67. P. 69. Cicero, De Finibus, iii, 5. 
 
 68. P. 70. Tacitus, Dialogue on Orators, 19. 
 
 1897). 
 
 
 55. 
 
 P. 62. 
 
 56. 
 
 P. 63. 
 
 57. 
 
 P. 63. 
 
NOTES. iQi 
 
 69. P. 70. Plutarch, Apothegms of the Lacedse- 
 monians. 
 
 70. P. 70. Plutarch, Instructions to Statesmen. 
 
 71. P. 71. Eidiculum Consulem. Oato did not 
 ridicule Cicero's eloquence in general, hut his ahuse of 
 it while consul. Cicero was one day pleading for 
 Murena against Cato, and began to ridicule the grav- 
 est principles of the Stoic philosophy. Cato at this 
 made the remark which Montaigne has quoted. 
 
 73. P. 71. Horace, Satire, i, 4, 8. 
 
 73. P. 71. Horace, Satire, i, 4, 58. 
 
 74. P. 72. Seneca, Epist., 40. For Eonsard and 
 Du Bellay, see article on The French Mastery of Style, 
 by Ferdinand Bruneti^re (The Atlantic Monthly, No- 
 vember, 1897). Also, Joachim du Bellay, in Pater's 
 The Eenaissance (New York, 1897). 
 
 75. P. 72. Seneca, Epist., 49. 
 
 76. P. 73. Diogenes Laertius, ii. 
 
 77. P. 73. Seneca, Epist., vii, 183. 
 
 78. P. 73. Cicero, Acad., iv, 24. 
 
 79. P. 73. Quintilian, viii, 3. 
 
 80. P. 73. Seneca, Epist., 59. 
 
 81. P. 74. Epitaph on Lucan in Fabricus, Bib- 
 lioth Lat., ii, 16. 
 
 82. P. 74. Montaigne was misled by the common 
 edition of Suetonius, which reads, " Eloquentia Mili- 
 tari ; qua re aut aequavit." The later and better read- 
 ing is, " Eloquentia, militarique re, aut eequavit," which 
 would seem to remove Montaigne's objection to it 
 (Life of Csesar, 55). 
 
 83. P. 75. Seneca, Epist., 40. 
 
 84. P. 75. Seneca, Epist., 76. 
 
 85. P. 75. Diogenes Laertius, x. 
 
 86. P. 78. See Stanislaus Arendt, Pens^es de Mi- 
 
1C2 THE EDUCATION OP CHILDREN. 
 
 chel de Montaigne en Mati^re d'education d'enfants 
 (Sagan, 1889). These passages are also the basis of a 
 little book by the Abb6 Mangin, Education de Mon- 
 taigne ; ou L'Art d'enseigner le Latin a I'instar des 
 m^res latines (Paris, Didot, 1818). Locke put the idea 
 into practice, and engaged a lady who could talk 
 " Latin and Greek " to teach the child, Mr. Anthony, 
 afterward the third Lord Shaftesbury. 
 
 87. P. 79. In regard to this passage von Eaumer 
 says (Geschichte, vol. i, p. 367 et seq.) : " Montaigne 
 rightly exclaims against a joyless learning in which 
 there is no love for anything. But he, and thousands 
 in modern times who wish to avoid Charybdis fall into 
 Scylla, in an enervating want of discipline and in an 
 unmethodical method of teaching and learning. Their 
 ideal is an Epicurean, enjoyable dilettantism from youth 
 up, without that healthful severity of school life which 
 forms strong, manly characters who learn from their 
 studies how constantly to subordinate circumstances, 
 to obey them, and to master them." This is a danger 
 to be avoided, undoubtedly, and Montaigne seems 
 reprehensible when the passage is taken alone. But 
 compare pages 35-37, where Montaigne urges atten- 
 tion to the very ideas advocated by von Eaumer. Plato 
 approves of the Egyptian practice of teaching arith- 
 metic in games (Laws, vii). Eabelais (Book i) made 
 school life pleasant by using cards " not to play with, 
 but to learn a thousand pretty tricks and new inven- 
 tions which were all founded upon arithmetic." 
 
 88. P. 81. "A tale is the first key to the heart of 
 a child," and our present movement, of placing fables 
 and folk stories in the first grades of school, is in re- 
 sponse to a deep need of the child mind. Locke sug- 
 gests ^sop's Fables and Eeynard the Fox (sec. 156). 
 
NOTES. 163 
 
 Rousseau thinks Robinson Crusoe the best reading 
 book to be put into the hands of a child. See also Dr. 
 Felix Adler's admirable plan in The Moral Instruction 
 of Children (New York, 1895). 
 
 89. P. 84. Virgil, BucoL, 8, 39. 
 
 90. P. 84. Livy, xxiv, 24. 
 
 91. P. 86. Locke thinks a pedant is made by learn- 
 ing " scraps of authors got by heart " ; " than which 
 there is nothing less becoming a gentleman " (sec. 175). 
 
 93. P. 87. Rabelais, Gargantua, i, 39, who quotes 
 it from Plutarch, Life of Cicero. 
 
 93. P. 88. Montaigne is not quite exact in the sen- 
 timents which he ascribes to Plato, who simply says 
 that the philosopher is so ignorant of what his neigh- 
 bor does that he scarce knows whether he is a man or 
 some other animal. Plato, Thesetetus. 
 
 94. P. 89. Pacuvius, ap. Gellium, xiii, 8. 
 
 95. P. 90. Diogenes Laertius, vi. 
 
 96. P. 90. By ;8acrtA.eta is to be understood not roy- 
 alty, but a particular ofi&ce so styled at Ephesus, as 
 well as at Athens and Rome, after they had discarded 
 a monarchical form of government. 
 
 97. P. 91. Diogenes Laertius, ix. 
 
 98. P. 91. Ibid., Tiii. 
 
 99. P. 91. Diogenes Laertius (in VitA) and Cicero 
 in De Divinatione, i, 49, mention the speculation by 
 which Thales made so much money. He bought up 
 the olive trees in the Milesian fields before they were 
 in bloom. 
 
 100. P. 92. Seneca, Epist., 88. 
 
 101. P. 93. Cicero, Tusc. Quaes., v, 36. 
 
 102. P. 94. Seneca, Epist., 108. 
 
 103. P. 94. Calvicius Sabinus, who lived in the 
 time of Seneca. He bought slaves at a great price, 
 
164 THE EDUCATION OF CHILDREN. 
 
 one wlio was master of Homer, another of Hesiod, and 
 nine of lyric poetry. Seneca, Epist., 37. 
 
 104. P. 95. Plutarch, How a man should listen. 
 
 105. P. 95. Have we anywhere a more powerful 
 and striking arraignment of mere word knowledge? 
 Montaigne was the first to break away from the Ee- 
 naissance ideal, learning, and place the stress upon the 
 learner. Consult Joseph Kehr, " Die £rziehungs-Me- 
 thode des Michael von Montaigne," Eupen, 1889. 
 
 106. P. 95. Cicero, Acad., ii, 1. 
 
 107. P. 95. Euripides, apud Cicero Epist. ad Earn., 
 xiii, 15. 
 
 108. P. 96. Cicero, De Offic, iii, 15. 
 
 109. P. 96. Cicero, De Finib., i, 1. 
 
 110. P. 96. Juvenal, Sat., viii, 14. 
 
 111. P. 96. This reflection was made hy Diogenes 
 the Cynic according to Diogenes Laertius, vi. Costa's 
 edition of Montaigne is the only one which does not 
 say Dionysius. 
 
 112. P. 97. Plato, Protagoras. 
 
 113. P. 99. Persius, Sat., i, 6l. 
 
 114. P. 100. Juvenal, Sat., xiv, 34. 
 
 115. P. 100. Apud Stohaeus, Litt., iii, 37. 
 
 116. P. 101. Seneca, Epist., 106. 
 
 117. P. 101. Cicero, Tusc. Quaes., ii, 4. 
 
 118. P. 101. The same thought is found in Moliere, 
 Les Femmes Savantes (act ii, scene 7). Here Mon- 
 taigne again shows his limitations, which, however, are 
 the limitations of his century. In Book iii, 3, he is 
 even more severe upon women, especially upon those 
 who would appear educated, and " speak and write after 
 a new and learned way ; and quote Plato and Aquinas, 
 in things which the first man they meet could deter- 
 mine as well. The learning that can not penetrate 
 
NOTES. Igg 
 
 their minds hangs upon the tongue." ... "It is a 
 great folly to put out their own light and shine by bor- 
 rowed lustre." ..." It is because they do not sufifi- 
 ciently know themselves, or do themselyes justice. The 
 world has nothing fairer than they." ..." What need 
 have they of anything but to live beloved and honored ? 
 But if, nevertheless, it angers them to give precedence 
 to us in anything, and if they will insist upon having 
 their share in books, poetry is a diversion proper for 
 them. It is a lively, subtle, underhanded, and prating 
 art— all show and pleasure like themselves. They 
 may also get something from history. From the moral 
 part of philosophy they may select such teachings as 
 will help them to lengthen the pleasures of life and 
 gently to bear' the inconstancy of a lover, the rudeness 
 of a husband, the burden of years, wrinkles, and the 
 like. This is the utmost I would allow them in the 
 sciences." 
 
 119. P. 102. Seneca, Epist., 95. Eousseau also 
 expresses the same thought in Discours sur les Let- 
 tres. 
 
 120. P. 104. Cicero, De Nat. Deorum, v, 31. This 
 whole passage is a strong plea for moral training. 
 Gen. Brinkerhoff, president of the National Prison 
 Congress, in his annual address for 1897, said, among 
 other things: "First and foremost, what is most 
 essential to be done is to revolutionize our educational 
 system from top to bottom, so that good morals, good 
 citizenship, and ability to earn an honest living shall 
 be its primary purpose, instead of intellectual culture 
 as heretofore." 
 
 121. P. 105. Cyropsedia, i, 3. 
 
 122. P. 106. Plutarch, Apothegms ; also Eousseau, 
 Discours sur les Lettres. 
 
 13 
 
166 THE EDUCATION OF CHILDREN. 
 
 123. P. 107. Plutarch, Lives, Agesilaus. 
 
 124. P. 108. Plato, Hippias Major. This work at- 
 tributed to Plato is considered by Jowett spurious and 
 is not included in his edition of 1892. 
 
 125. P. 109. Philip Camerarius, Medit. Hist. Cent., 
 iii, 31. Also Eousseau in Discours sur les Lettres. 
 
 126. P. 110. The essay, of which this forms a part, 
 was addressed to Madame D'Estissac, whose son accom- 
 panied Montaigne on his journey to Eome. 
 
 127. P. 112. Aristotle, Ethics, ix, 7. 
 
 128. P. 113. Montaigne had no personal love for 
 the child he would educate. He took no great pride 
 in his own children, nor would he have mourned had 
 he been childless. "The births of our intelligence 
 are the children most truly our own, . . . and who 
 would not be much prouder to be father to the JEneid 
 than to the handsomest youth of Eome ? " (Essays,, 
 ii, 8). 
 
 129. P. 115. Aristotle, Ethics, iv, 3. 
 
 130. P. 115. Terence, Adelph., i, 40. 
 
 131. P. 116. The only instance in the Essays where 
 Montaigne uses " Education " instead of " Institution " 
 or " K ourriture." 
 
 132. P. 116. The Essayist again speaks of his 
 daughter in Book iii, chapter v. She was afterward 
 married to Viscount de Gamaches. 
 
 133. P. 117. Livy, xxviii, 28. 
 
 134. P. 118. Madame de S6vign6 in her Letters 
 says she never read this passage without tears in her 
 eyes. " Dear me," she exclaims, " how full of good 
 sense is this book ! " 
 
 135. P. 119. Montaigne here refers to the death 
 of his dearest friend, la Boetie. See further. Book i, 
 chapter xxvii, Of Friendship, his finest essay. 
 
NOTES. 16Y 
 
 136. P. 130. Caesar, De Bello Gall., vi, 18. 
 
 137. P. 133. Montaigne has here in mind the use 
 Plato makes of the words we translate finite and in- 
 finite. See Jowett's Introduction to the Philebus 
 Dialogues of Plato (New York, 1893), where he ex- 
 plains that the finite comprises what admits of meas- 
 ure (i. e. definite), the infinite what admits of degrees 
 (i. e. indefinite). Spinoza, also, in his Ethica ordine 
 mathematico demonstrata, speaks of Good as something 
 real and positiye ; Evil nothing real, but only the ne- 
 gation of Good. 
 
 138. P. 133. Plutarch, Life of Lysander. 
 
 139. P. 124. Diogenes Laertius, in Life of Plato, 
 gives this anecdote, but he does not say that it was a 
 a boy playing at nuts, but a man playing at dice, 
 which would make Plato's rejoinder far more effec- 
 tive. 
 
 140. P. 124. Locke, in sections 34, 35, 36, gives a 
 paraphrase of what Montaigne here says about train- 
 ing in cruelty and vanity. See also Der Einfluss Mon- 
 taigne's auf die Padagogischen Ansichten von Joh. 
 Locke (C. M. Mehner, Leip., 1891). 
 
 141. P. 126. Here we have, it seems to me, the six- 
 teenth-century germ of the kindergarten. Eabelais 
 recognized the value of games in teaching, as did also 
 Locke and Eousseau. It is only within our own dec- 
 ade, however, that the amusements of children have 
 been subjected to scientific attention or considered 
 worthy of it. See the careful work of Mr. George E. 
 Johnson, A Study of the Educational Value of One 
 Thousand Classified Plays and Games (piiblished by 
 Swan, Sonnenschein & Co.). Since 1893 Dr. Stoyan 
 Tsanoff has shown tireless activity in working out his 
 great object — character-building through play. It is 
 
168 THE EDUCATION OP CHILDKEN. 
 
 through play, inseparable from school instruction, that 
 Dr. TsanofE would lead the child out into a larger and 
 stronger life. " N"ext to hereditary disposition and 
 gifts," he says, "it is through play that the child 
 develops that life, energy, and quickening of spirit 
 which scatter dullness, stupidity, and melancholy in 
 the subsequent man. Play is but the breathing of the 
 soul, it not only strengthens, it also sweetens life." 
 And, quoting Froebel, Education of Man, he adds : 
 " A child that plays thoroughly, with self -active deter- 
 mination, persevering until physical fatigue forbids, 
 will surely be a thoroughly determined man, capable 
 of self-sacrifice for the promotion of the welfare of 
 himself and others." A. C. Haddon, in The Study 
 of Man (New York, 1898), throws much light upon 
 the origin of children's plays, and indicates that it is 
 the child who is the true conservative. The Play of 
 Animals, by Karl Groos (New York, 1899), seeks to 
 establish the conception of play on a basis of natural 
 science. The play of animals is necessary to fit them 
 for the tasks of later life. " Animals do not play 
 because they are young, but they have their youth 
 because they must play." Dr. Groos suggests many 
 resemblances between animal plays and those of chil- 
 dren. Der Spiele des Menschen, by the same author, 
 will be eagerly awaited by all interested in this impor- 
 tant subject. 
 
 143. P. 128. Diogenes Laertius. Also Horace, 
 Satire, ii, 3, 335. 
 
 143. P. 139. Lactant. Divin. Instit., iii, 5. 
 
 144. P. 130. " Conceive the modern educational 
 methods to have been applied to that stock of moral 
 truths which all good men accept, and you will have 
 the material for the moral lessons which are needed in 
 
NOTES. 169 
 
 a public school " (Dr. Felix Adler, The Moral Instruc- 
 tion of Children). 
 
 145. P. 131. Seneca, Epist., 106. 
 
 146. P. 133. Tacitus, Life of Agricola, It. 
 
 147. P. 133. Seneca, Epist., 106. 
 
 148. P. 134. Aristotle, Ethics, x, 9. 
 
 149. P. 135. Juvenal, Satire, vi, 648. 
 
 150. P. 135. Juvenal, Satire, xiv, 70. 
 
 151. P. 137. Ovid, De Arte, iii, 503. 
 
 153. P. 137. Suetonius, Life of Csesar, 13. 
 
 153. P. 138. Cicero, De Einibus, i, 19. 
 
 154. P. 139. Seneca, Epist., 33. 
 
 155. P. 140. This, in connection with pages 36 
 and 37, 101 and 103, seems to indicate that Montaigne 
 would be out of sympathy with an educational system 
 having a democratic basis. In a way, however, he con- 
 tradicts these statements on page 138. Some excuse 
 this pro-monarchic tendency because of the time in 
 which Montaigne lived, and I wish to call the atten- 
 tion of these to an article by Prof. H. T. Peck in The 
 Cosmopolitan (July, 1897). " K"ot every one is capable 
 of being educated." " What the State needs above 
 all," says Professor Peck, " is an aristocracy of well- 
 trained university men to drive in harness the hewers 
 of wood and drawers of water who constitute the vast 
 majority of the human race. . . . For every really 
 great thing that has been accomplished in the history 
 of man has been accomplished by an aristocracy." In 
 this line also is the remark attributed to Prof. C. E. 
 Norton, of Harvard University, apropos of the Span- 
 ish-American war, that the mission of the educated is 
 to minister to the lower classes of sogiety, and let the 
 uneducated do the fighting. 
 
 156. P. 141. Horace, Ars Poetica, 7. 
 
170 THE EDUCATION OF CHILDEBN. 
 
 157. P. 143. Martial, vii, 73. 
 
 158. P. 145. Seneca, Epist., 123. 
 
 159. P. 150. " Las faits changent de forme dans 
 la t^te de I'liistorien ; ils se moulent sur ses inter^ts, 
 ils prennent la teinte de ses prejuges " (Eousseau, 
 Emile, iy). 
 
INDEX OF NAMES. 
 
 Aoademioa (Cicero), notes 23, 78, 
 
 106. 
 Academy of Ferrara, note 37. 
 Adelphi (Terence), note 130. 
 Adler, Felix, notes 88, 144. 
 JEneid (Virgil), 82 ; notes 32, 128. 
 .(Esop's Fables, note 88. 
 Agesilaus, 106, 107 ; note 123. 
 Agrioola, note 146. 
 Agrigentines, 91. 
 Agrippa, note 15. 
 Alario, note 15. 
 Albrecht of Saxony, note 54. 
 Aloibiades, 65. 
 Alexander, 58, 63, 64 
 Alexandrides, 44. 
 Amadis de Gaul, 81. 
 American, xv, 13. 
 Anacreon, note 35. 
 Anaxagoras, 91. 
 Anaximenes, 50. 
 Angelica, 54. 
 Anthony, Mr., note 86. 
 Autipater, 107. 
 Aper, 70. 
 Apollo, 63. 
 ApoUodorus, 22. 
 Apothegms (Plutarch), notes 28, 69, 
 
 122. 
 Aquinas, note 118. 
 Arabic, 78. 
 Arcesilaus, 28. 
 Archimedes, 90. 
 
 Arendt, Stanislaus, note 86. 
 Ariosto, note 42. 
 Aristippus, 38, 65, 73, 104. 
 Aristo, 84, 103. 
 Aristophanes, 75. 
 Aristotelian, 30, 112. 
 Aristotle, 13, 20, 30, 31, 57, 91, 94, 
 115, 134, 144. 
 
 (Commentary on, by Guerente), 
 78. 
 
 (Ethics), notes 127, 129, 148. 
 
 (Treatise on Temperance), 57. 
 Arndt, Theodor, note 14. 
 Arnold, Matthew, 9 ; note 8. 
 Arnold, Thomas, note 8. 
 Arnstadt, Dr. F. A., 14 ; note 54. 
 Ars Poetica (Horace), notes 65, 156. 
 Asia, 43. 
 
 A Study of the Educational Value 
 of One Thousand Classified 
 Plays and Games (Johnson), 
 note 141. 
 Astyages, 105. 
 
 Atlantic Monthly, notes 54, 74, 
 Athenians, 70, 76, 107. 
 Athens, 44, 70, 106 ; note 96. 
 
 Baralipton (figure of logic), 53. 
 Barooo (figure of logic), 53. 
 Basedow, 16. 
 PatnKeia., note 96. 
 Beauregard, 5. 
 Bibliothek Lat., note 81. 
 171 
 
172 
 
 THE EDUCATION OF CHILDREN. 
 
 Black Prince, 1. 
 Bocoaooio, 57. 
 
 Boetie, Etienne de la, 3, 4, 43 ; notes 
 27, 135. 
 
 (Voluntary Servitude), 3, 43 ; note 
 27. 
 Boniface IV, Pope, note 15. 
 Bonn, note 40. 
 Book of the Dead, 18. 
 Bordeaux, 3, 4, 68 ; note 4. 
 
 Huon of, 81. 
 
 University of, 6. 
 Bradamante, 54. 
 Brinckerhoff, General, note 120. 
 Brissao, Count de, 79. 
 
 Marshal de, 79. 
 Brittany, Duke of, 101. 
 Brunetidre, F., note 74. 
 Buchanan, George, 78, 79, 84. 
 Bucolics (Virgil), note 89. 
 
 Csesar, 41, 74, 120, 137, 144, 148. 
 
 De Bello Gallioo, note 136. 
 
 Life of, by Suetonius, notes 82, 
 152. 
 Calisthenes, 64. 
 Calviniats, 5. 
 
 Camerarius, Philip, note 125. 
 Gandale, Francis, Lord of, 27. 
 Capricornu8,-49. 
 Carneades, 59. 
 Caraoci, Annibale, note 15. 
 Carthage, 42. 
 Catholics, 5. 
 Cato, 71 ; note 71. 
 Charlemagne, 41. 
 Charles VIII, 109. 
 
 IX, 4. 
 Chavybdis, note 87. 
 Chassagne, Frangoise de la, 4. 
 Chesterfield, Lord, note 54. 
 Chinese, 13. 
 Chios, Aristo of, 103. 
 Christian, 5, 101 ; notes 8, 15. 
 
 Christianity, 5. 
 
 Chronique Gargantuine (Sabelais), 
 
 2 ; note 92. 
 Chrysippus, 22, 73 ; note 2. 
 Cicero, 33, 67, 71, 94, 95, 144, 148 ; 
 notes 71, 92. 
 
 Academica, notes 23, 78, 106. 
 
 De Divinatione, note 99. 
 
 De Finibus, notes 67, 109, 153. 
 
 De Natura Deorum, notes 9. 120. 
 
 De Offioiis, notes 22, 108. 
 
 Epistles, note 107. 
 
 Tuseulariarum Qusestionum or 
 Disputationum, notes 16, 18, 
 30, 61, 64, 101, 117. 
 Cleanthes, 20, 73. 
 Cleomenes, 70. 
 Cl^ry, 68. 
 
 College of Guyenne, 80. 
 College of Montagu, note 54. 
 
 of Navarre, note 54. 
 Comenius, 13-17. 
 Comic Homer, 2. 
 Commentary on Aristotle (Gue- 
 
 rente), 78. 
 Compayr^ (Histoire de la Pdda- 
 
 gogie), XV. 
 Conseiller, 3. 
 
 Controvers. (Seneca), note 66. 
 Cosmopolitan Magazine, note 155. 
 Coste, 13; note 111. 
 Cotton, xvi, 24. 
 Courbet, xvi. 
 Crates, 90. 
 Crete, 76. 
 Cretans, 134. 
 Cyclops, 134. 
 Cymon, 25. 
 Cyropffidia, note 121. 
 Cyrus, 105. 
 
 Danaides, 20. 
 
 Dante (Inferno), note 12. 
 
 Declaration of Independence, 10. 
 
INDEX OF NAMES. 
 
 1T3 
 
 De Arte (Ovid), note 151. 
 
 De Bello Gallioo (Csesar), note 
 136. 
 
 De Comitiis Somanoram (Grou- 
 chy), 78. 
 
 De Dlvinatione (Oioero), note 99. 
 
 De Finibus (Cicero), notes 67, 109, 
 153. 
 
 De Natura Deorum (Cicero), notes 
 9, 120. 
 
 De Offioiis (Cicero), notes 22, 108. 
 
 Delphi, Temple of, 51. 
 
 Demetrius, 51. 
 
 Demophoon, 63, 
 
 Der Einfluss Montaigne's auf die 
 Padagogischen Ansichten von 
 Joh. Locke (Mehner), note 
 140. 
 
 Der Spiele des Mensohen (Groos), 
 note 141. 
 
 D'Estissae, Madame, 110 ; note 126. 
 Monsieur, 111. 
 
 Dialogue on Orators (Tacitus), note 
 68. 
 
 Didot, note 86. 
 
 Die Erziehungsmethode des Mi- 
 chel von Montaigne (Kehr), 
 note 105. 
 
 Diogenes Laertius, 147 ; notes 2, 3, 
 36, 48, 49, 56, 59, 63, 76, 85, 95, 
 97-99, 111, 139, 142. 
 (Chrysippus), note 2. 
 (Epicurus), note 3. 
 (Life of Plato), note 139. 
 
 Diogenes the Cynic, 66 ; note 111. 
 ' Dionysius, 96; note 111. 
 
 Discourse on the Power of the 
 Imagination (Plutarch), 21. 
 
 Disoours surlea Lettres (Kousseau), 
 notes 119, 122,125. 
 
 Divinse Institutiones (Lactantius), 
 note 143. 
 
 Dresden, note 14. 
 
 Du Bellay, 72, 86 ; note 74. 
 
 Education de Montaigne (Abb6 
 
 Mangin), note 86. 
 Education (Spencer), note 5. 
 Educational Reformers (Quick), xi. 
 Egyptian, note 87. 
 "fimile (Kousseau), 15 ; notes 8, 159. 
 Empedooles, 91. 
 England, 8. 
 English, XV, 14. 
 Ennius, 96. 
 Ephesus, note 96. 
 Ephesians, 91. 
 Epioharmus, 32. 
 Epicurus, 22, 58, 75 ; note 3. 
 Epicureans, 31. 
 Epistles (Cicero), note 107. 
 
 (Horace), notes 33, 52, 59, 60. 
 
 (Seneca), notes 11, 13, 21, 58, 74, 
 75, 77, 80, 83, 84, 100, 102, 103, 
 116, 119, 145. 147, 154, 158. 
 Erasmus, xv ; note 54. 
 Ethics (Aristotle), notes 127, 129, 
 148. 
 
 (Spinoza), note 137. 
 Euganean, 96. 
 Eupen, note 105. 
 Euripides, note 107. 
 
 Medea, 22. 
 Europe, notes 37, 54. 
 Eyquem, 1, 2. 
 
 Michel, 1. 
 
 Pierre, 2. 
 
 Fabricius, note 81. 
 
 F^nelon, 15-17. 
 
 Ferrara, Academy of, note 37. 
 
 Fitch, Dr., note 8. 
 
 Flora, 16, 63. 
 
 Florence, 2. 
 
 Florio, xvi. 
 
 Foix, Counts of, 27. 
 
 Mme. Diane de, 19. 
 France, 1, 5, 7, 8, 45, 59, 65, 70, 77, 
 78,81,84, 102, 112; note 54. 
 
174 
 
 THE EDUCATION OP CHILDREN. 
 
 Francis, Duke of Brittany, 101, 
 Lord of Candale, 27. 
 11,4. 
 Franjois Eabelais und sein Trait6 
 d'^ducation (Arnstadt), 14 ; 
 note 54. 
 French, xvi, 2, 14, 19, 22, 34, 59, 72, 
 74, 78, 122, 148, 150 ; notes 8, 16. 
 Froebel, 15-17 ; notes 16, 45. 
 
 Education of Man, note 141. 
 Froissart, 149. 
 
 Galen, 98. 
 
 Gamaclies, Viscount de, note 132. 
 
 Gascon, 74, 94. 
 
 Gaul, Amadis de, 81. 
 
 Gauls, 120. 
 
 Gaza, Theodore, 50 ; note 37. 
 
 Gellium (Pacuvius), note 94. 
 
 Genseric, note 15. 
 
 Germanicus, 63. 
 
 Germany, 4, 7, 8, 65. 
 
 German, xv, 14, 77. 
 
 Geschichte (von Eaumer), note 87. 
 
 Gorgons, 137. 
 
 Goths, 108. 
 
 Gourney, Mile, de, note 43. 
 
 Goveanus, Andreas, 84. 
 
 Graces, 16, 63. 
 
 Greece, 5, 84, 106, 108. 
 
 Grecian, 86. 
 
 Greek, 11, 14, 76, 79, 92, 97, 100, 128, 
 
 151 ; notes 37, 54. 
 Greeks, 77, 89, 108. 
 Groos, Karl, note 141. 
 Grouchy, Nicholas, 78. 
 Griin, xvi. 
 
 Guerente, William, 78, 84, 
 Gurson, Mme. Diane de Foix,Count- 
 
 ess of, 19. 
 Guyenne, 1. 
 
 College of, 80, 84. 
 
 Iladdon, A. C, note 141. 
 
 Hannibal, 42. 
 
 Harvard, Dniversity of, note 155. 
 
 Hegesias, 66, 
 
 Henry III, 4. 
 
 Henry IV, 2. 
 
 Heraclides Ponticus, 66 ; note 62, 
 
 Heracleon, the Megarean, 62, 
 
 Heraolitus, 90, 
 
 Herbart, note 10, 
 
 Herbartian, 11 ; notes 10, 14, 45, 
 
 Hercules, 89, 
 
 Hesiod, notes 41, 103, 
 
 Hesperian, 49, 
 
 Hindoos, 13, 
 
 Hippias, 107, 108, 
 
 Major (Plato), note 124. 
 Hippocrates, 135. 
 Hiapanus, Peter, note 40. 
 Histoire de la Pedagogic (Com- 
 
 payr^), xv. 
 History of Logical Teaching, Ueber- 
 
 weg, note 40. 
 Hobbes, note 50. 
 Homer, 94 : note 103. 
 
 Comic, 2. 
 Horace, 71. 
 
 Ars Poetioa, notes 65, 156. 
 
 Epistles, notes 33, 52, 59, 60. 
 
 Odes, note 17. 
 
 Satires, notes 72, 73, 142. 
 Huon of Bordeaux, 81. 
 How a Man should Listen (Plu- 
 tarch), note 104. 
 
 Inferno (Dante), note 12. 
 
 Institutiones Oratorise (Quintilian), 
 note 55. 
 
 Instructions to Statesmen (Plu- 
 tarch), note 70. 
 
 Ionia, 65. 
 
 Isabella of Scotland, 101. 
 
 Isocrates, 59. 
 
 Italy, 2, 4, 34, 78, 80, 109 ; note 15. 
 
 Italian, 42, 82, 86. 
 
INDEX OP NAMES. 
 
 175 
 
 Jena, University of, note 54. 
 John V, 101. 
 
 Johnson, George E., note 141. 
 Journey into Italy (Montaigne), 
 
 note 15. 
 Jowett (Plato, edition of), notes 6, 
 
 124, 1-37. 
 Juvenal (Satires), notes 89, 110, 114, 
 
 149, 150. 
 
 Kehr, Joseph, note 105. 
 
 LacedaBmon, 106. 
 
 Laoedsemonians, 42, 65, 67, 76, 134. 
 
 Lactantius (Divinse Institutiones), 
 note 143. 
 
 laertiua, Diogenes, 147 ; notes, 2, 3, 
 36, 48, 49, 56, 59, 63, 76, 85, 95, 
 97, 98, 99, 111, 139, 142. 
 
 Lamennais, 3. 
 
 Lancelot du Lao, 81. 
 
 Latin, 11, 14, 76, 77, 78, 79, 81, 84, 92, 
 97, 128, 139, 150 ; notes 1, 54, 86. 
 
 Latinist, 67. 
 
 Laws (Plato), notes 57, 87. 
 
 Lehrplan, 8. 
 
 Leipzig, 14, 54 ; note 140. 
 
 Leo, 49, 66 ; note 62. 
 
 Le Paluel, 33. 
 
 Leonora, 116. 
 
 Les Femmes Savantes (Moliero), 
 note 118. 
 
 Livia, Signora, 34. 
 
 Lives (Plutarch), 42 ; notes 92, 123, 
 138. 
 
 Livy, 43 ; notes 90, 133. 
 
 Loclje, John, xv, 1, 13, 14,15, 16, 17 ; 
 notes 8, 16, 19, 20, 46, 54, 86, 88, 
 91, 140, 141. 
 Some Thoughts concerning Edu- 
 cation, 13, 15. 
 
 London, xvi, 15. 
 
 Luean, note 81. 
 
 Lucullus, 95. 
 
 Luther, notes 16, 45. 
 Lyourgus, 104, 134. 
 Lysander (Plutarch), note 138. 
 
 MacAlister, Dr., xvi. 
 
 Madeira, Island of, 118. 
 
 Maestro del Sacro Palasso, 4. 
 
 Mangin, Abb^ (Education de Mon- 
 taigne), note 86. 
 
 Marcellus, 42. 
 
 Marguerite de Navarre, 2. 
 
 Marshal de Brissac, 79. 
 
 Marshal de Montluo, 118, 119. 
 
 Martial, note 157. 
 
 Massiliensis, Salvianus, 122. 
 
 Mayors, 3, 4. 
 
 Medea (Euripides), 22. 
 
 Medici, Oatlierine de, 4. 
 
 Megarean, Heracleon the, 52. 
 
 Mehner, C. M., note 140. 
 
 Menoeeeus, 58. 
 
 Menander, 72. 
 
 Mengs, note 15. 
 
 Metamorphoses (Ovid), 8. 
 
 Milesian, note 99. 
 
 Milton, 3. 
 
 Minerva, 63. 
 
 Moliere (Les Femmea Savantes), 
 note 118. 
 
 Montaigne, xv, 1, 2, 3, 4, 5, 7, 
 8, 9, 10, 11, 12, 13, 14, 15, 
 16, 17, 18; notes 1, 4, 6, 8, 
 14, 15, 16, 19, 20, 25, 37, 40, 
 43, 46, 64, 71, 82, 86, 87, 93, 
 105, 111, 118, 126, 128, 131, 135, 
 137, 140, 155. 
 
 Montaigne's Ideen iiber Erziehung 
 (Arndt), note 15. 
 
 Montaigne (Journey into Italy), 
 note 15. 
 
 Montaigne,Life of (Bayle St. John), 
 xvi. 
 (Of Friendship), note 135. 
 (Eeimer's), xv. 
 
176 
 
 THE EDUCATION OP CHILDEISN. 
 
 Montagu, College of, note 54. 
 
 Montluo, Marshal de, 118, 119. 
 
 Moors, note 54. 
 
 Muloaster, 13. 
 
 Murel, Mark Antony, 78. 
 
 Murena, note 71. 
 
 Muret, 84. 
 
 Muses, 27, 63, 104. 
 
 Naigeon, M., note 43. 
 
 Naples, 109. 
 
 National Prison Congress, note 120. 
 
 Navarre, Marguerite de, 2. 
 
 College of, note 54. 
 Nero, 34. 
 New York, 15 ; notes 8, 74, 88, 137, 
 
 141. 
 Norton, Prof. C. E., note 155. 
 Numa, 134. 
 
 Ode (Anaoreon), note 35. 
 
 Horace, note 17. 
 OfFriendship(Montaigne),notel35. 
 Olympic Games, 47. 
 On Exile (Plutarch), note 29. 
 On False Shame (Plutaroh),note 26. 
 On Oracles which have ceased 
 
 (Plutarch), note 38. 
 Orlando Furioso (Ariosto), note 42. 
 Orleans, 68. 
 Ovid, 81. 
 
 De Arte, note 161. 
 
 Metamorphoses, 81. 
 Oxford, University of, note 54. 
 
 Pacuvius (Gellium), note 94. 
 
 Padagogisohe Bitliothek, xv. 
 
 Pantagruel (Rabelais), 2. 
 
 Pantheon, note 15. 
 
 Paris, xvi, 2, 4, 75 , notes 27, 86. 
 
 Parthians, 108. 
 
 Pasquier, 6. 
 
 Pater (The Eenaissance), note 74. 
 
 Pau. 2. 
 
 Payen, xvi. 
 
 Payne, 15. 
 
 Peck, Prof. H. T., note 155. 
 
 Pens^es de Michel Montaigne, etc. 
 
 (Arendt), note 86. 
 P^rigord, 1. 
 Perigordian, 78, 97. 
 Persia, 50. 
 Persians, 13, 65, 104. 
 Persius, notes 81, 43, 47, 113. 
 Pestalozzi, 15, 16, 17 ; note 16. 
 Petit-Pont, 69. 
 Philebus (Plato), note 137. 
 Philiasians, 66. 
 Phocas, Emperor, note 15. 
 Phrygia, 54. 
 Physical Education (Spencer), note 
 
 19. 
 Pindar, 122. 
 Pisa, 30. 
 
 Plato, 13, 25, 30, 31, 32, 33, 42, 56, 
 
 60, 61, 63, 66, 76, 94, 97, 103, 104, 
 
 105, 122, 124 ; notes 6, 62, 87, 
 
 93, 118, 137, 139. 
 
 (Hippias Major), note, 124. 
 
 (Jowett's edition of), notes 6, 124 
 
 137. 
 (Laws), notes 57, 87. 
 (Life of, by Diogenes Laertius), 
 
 note 139. 
 (Philebus), note 137. 
 (Protagoras), not* 112. 
 (Eepublic), 25, 103, 122 ; notes 7, 
 
 44. 
 (Theages), note 6. 
 (Theaetetus), note 93. 
 Platonic, 89. 
 Plautus, 82. 
 
 Plutarch, 20, 43, 44, 57, 86,134, 147 ; 
 notes 26, 28, 29. 
 (Agesilaus), note 123. 
 (Apothegms), notes 28, 69, 122. 
 (Discourse on the Powers of the 
 Imagination), 21. 
 
INDEX OF NAMES. 
 
 177 
 
 Plutarch, (How a Man should 
 LiatenJ, note lOi. 
 (Instructions to Statesmen), note 
 
 ro. 
 
 (Lives), 42 ; notes 92, 123, 138. 
 
 (Lysander), note 138. 
 
 (On Exile), note 29. 
 
 (On False Shame), note 26. 
 
 (On Oracles that have Ceased), 
 note 38. 
 
 (Symposium), note 51. 
 Polemon, 128. 
 Polyorates, 70. 
 Pompey, 33. 
 
 Pontious, Heraolides, 66 ; note 62. 
 Propertius, notes 24, 34. 
 Protagoras (Plato), 97 ; note 112. 
 Protestants, 5. 
 Pythagoras, 47, 50 ; note 62. 
 Pythagoreans, 122. 
 
 Quick, Edition of Locke, 
 " Thoughts," etc., 13, 15. 
 
 Educational Reformers, xv. 
 Quintilian, 13, 62 ; note 79. 
 
 Institutiones Oratorlse, note 55. 
 
 fiabelais, Fran(;ois,xv, 13; notes 54, 
 87, 141. 
 
 Arnstadt's, 14 ; note 54. i 
 
 Chronique Gargantuine, 2 ; note 
 92.. 
 
 Comic Homer, 2. 
 
 Pantagruol, 2. 
 Eabirius, Caius, 137. 
 Baphael, note 15. 
 Eatich, 14, 16. 
 Kaumer, von, note 87. 
 Keimer (Michael v. Montaigne), xv. 
 Benaissance, 14 ; note 105. 
 Kepublic (Plato), 25, 103 ; notes 7, 
 
 44. 
 Reynard the Fox, note 88. 
 Eichter, 15. 
 Eobinson Crusoe, note 88. 
 
 Rochefoucauld, Comte de la, 68. 
 Eome, 2, 4, 31, 108; notes 15, 96, 
 
 126, 128. 
 Roman, 94, 151. 
 Eomans, 77, 86. 
 Eonsard, 72 ; note 74. 
 Rousseau, xv, 3, 10, 13, 14, 15, 16, 
 17 ; notes 1, 8, 16, 19, 25, 88, 141. 
 Confessions, note 1. 
 Discours sur les Lettres, notes 
 
 119, 122, 125. 
 Emile, 15 ; notes, 8, 159. 
 Eoyer, xvi. 
 
 Sabinus, Calvicius, note 103. 
 Sagau, note 86. 
 Sallust, 148. 
 Samos, 70. 
 
 Santa Rotunda, 34 ; note 15. 
 Satire (Horace), notes 72, 73, 142. 
 Juvenal, notes, 39, 110, 114, 149, 
 
 150. 
 Persius, note 113. 
 Savoy, Duke of, 45. 
 Savoyard, 45. 
 
 Saxony, Albrecht, Duke of, note 54. 
 Scipio, 42. 
 Schoolmen, 53. 
 Scotland, Isabella of, 101. 
 Scottish, 78. 
 Soylla, note 87. 
 Scythians, 108. 
 Sebonde, Ramondus de (Theologia 
 
 Natural is), 4. 
 Seneca, 20, 94, 95 ; note 103. 
 Controvers., note 66. 
 Epistles, notes 11, 13, 21, 58, 74, 
 
 75, 77, 80, 83, 84, 100, 102, 103, 
 
 116,119,145,147,154,158. 
 S6vign6, Mme. de, note 134. 
 Shaftesbury, note 86. 
 Sicily, 107. 
 Socrates, 28, 38, 44, 49, 54, 69, 107, 
 
 130, 133 ; note 6. 
 
178 
 
 THE EDUCATION OP CHILDREN. 
 
 Solar Family, note 1. 
 
 Some Thoughts couoeming Edu- 
 cation (Locke), 13, 15. 
 
 Sophists, 57, 97. 
 
 Spanish-American War, note 155. 
 
 Sparta, 65, 70, 107. 
 
 Spartans, 107. 
 
 Spencer (Education), note 5. 
 (Physical Education), note 19. 
 
 Speusippua, 63. 
 
 Spinoza (Ethics), note 137. 
 
 St. Bartholomew, 5. 
 
 St. Innocent, note 54. 
 
 St. John, Bayle (Life of Mon- 
 taigne), xvi. 
 
 Stohseus, note 116. 
 
 Stoic, note 71. 
 
 Stoics, 31. 
 
 Suetonius, 74, 187 ; note 82. 
 Life of Caesar, notes 82, 152. 
 
 Swift, note 54. 
 
 Switzerland, 4. 
 
 Symposium (Plutarch), note 51. 
 
 Syracuse, 90. 
 
 System of Logic COeberweg), note 
 40. 
 
 Tacitus, 70, 131. 
 
 Tacitus (Agricola), note 146. 
 
 (Dialogue on Orators), note 68. 
 Talmud, 13. 
 Tamerlane, 108. 
 Tartars, note 54. 
 Tasso (Torquato), 26. 
 Terence, 82. 
 
 Terence (Adelphi), note 130. 
 Thales, 91 ; note 99. 
 Theages (Plato), note 6. 
 Theffitetus (Plato), note 93. 
 The French Mastery of Style 
 
 (Brunetiere), note 74. 
 Themistocles, 25. 
 The Moral Instruction of Children 
 
 (Adler), notes 88, 144. 
 
 Theologia Naturalis (Bamondus 
 Sebonde), 4. 
 
 The Play of Animals (Groos), note 
 141. 
 
 The Eenaissance (Pater), note 74. 
 
 The Study of Man (Haddon), note 
 141. 
 
 Titan, 100. 
 
 Treatise on Intemperance (Aris- 
 totle), 57. 
 
 Tsanofl; Dr. Stoyan, note 141. 
 
 Turks, 108. 
 
 Turnebus, Adrian, 99. 
 
 Tuscany, 109. 
 
 Tusculanarum Qusestionum (Cic- 
 ero), notes 16, 18, 30, 61, 64, 
 101, 117. 
 
 Ueberweg (History of Logical 
 Teaching), note 40. 
 
 (System of Logic), note 40. 
 Olysaes, 96. 
 United States, 8, 10. 
 University of Bordeaux, 6. 
 
 Harvard, note 155. 
 
 Jena, note 54. 
 
 Oxford, note 54. 
 
 Yale, note 53. 
 
 Valentinianus (Emperor), 122. 
 Vienna, Statutes of, note 54. 
 Virgil (jEneid), 82; notes 32, 128. 
 
 (Bucolics), note 89. 
 Voluntary Servitude (La Boetie), 
 3, 43 ; note, 27. 
 
 Westminster School, note 54. 
 Westphalian, 72. 
 
 Xenocrates, 128. 
 Xenophon, 31, 104, 105, 107. 
 
 Yale (University), note 53. 
 
 Zeno, 76, 104. 
 Zeuxidamus, 67. 
 
GENEEAL INDEX. 
 
 Ability, education should be ac- 
 cording to, 56, 102, 103. 
 for action lacking in pedants, 
 but great in real philosophers, 
 89-92. 
 versus mere learning and mate- 
 rial circumstances, 87-89. 
 Action, ability for, great in phi- 
 losophers, 90. 
 ability for, lacking in pedants, 
 
 89. 
 more important than mere phi- 
 losophy and memorizing, 66, 
 67, 86-89. 
 Actions speak louder than words, 
 
 66, 67, 106, 107. 
 Adaptability commended, 64, 65. 
 of Alcibiades, 65. 
 the aim of education, 8. 
 "jEque pauperibus," etc. (Horace), 
 
 60. 
 Afl'eotation, avoid, 73-75. 
 Affection, arouse, for virtue, 54. 
 of children should be held by 
 
 virtue and wisdom, 115. 
 parental, 19. 
 
 parental, greater than filial, 112. 
 real, not shown by excessive ca- 
 resses, 113, 114. 
 Age, venerable, 115. 
 "A great boy," etc. (Cyrus), 105. 
 •'Alter ab undeoimo," etc. (Virgil), 
 84. 
 
 Amusements, government should 
 provide certain, 85. 
 share children's, 117. 
 Anger leads to cruelty, 135. 
 leads to injustice, 136, 137. 
 Apperception, Herbartian, fore- 
 shadowed, 11, 18, 29 ; notes 10, 
 14. 
 not mere memorizing, 33. 
 Appetite, restrain, within limits, 64. 
 should not be pampered, 144, 
 145. 
 "Apud alios loqui," etc. (Cicero), 93. 
 Aristocracy of learning, note 155. 
 "Aristoni tragico actori," etc. 
 
 (Livy), 84. 
 Arithmetic taught by games. 79. 
 Art, answer of Heraclides against, 
 66. 
 to learn the arts is not all of phi- 
 losophy, 66. 
 " affuTovs, e.x," etc. (Cyropaedia), 
 
 104. 
 " As to your exordium," etc. (Cleo- 
 
 menes), 70. 
 Authority of nature imperative, 
 112. 
 maintained hy austerity con- 
 demned, 118, 119. 
 maintained by wealth con- 
 demned, 115. 
 " Aut qui non verba," etc. (Quin- 
 tilian), 73. 
 
 179 
 
180 
 
 THE EDUCATION OF CHILDREN. 
 
 Aversions, train against, 63, 64, 
 lU, 145. 
 
 "Because we would," etc. (Zeuxi- 
 
 damus), 67. 
 Better-learned preferable to more 
 
 learned, 92. 
 Book learning alone of no value, 
 
 14, 18, 58, 59, 66, 85, 93-94, 139. 
 " Bouha prou bouha," etc. (Gascon 
 
 proverb), 94. 
 Brevity not always a virtue, 43, 44. 
 
 study, 39. 
 Buying brains, 94. 
 
 Character, development of, 7. 
 first aim of education, 17, 48-50, 
 54, 66, 92, 128. 
 Cheating a childish habit, 125. 
 
 guard against, in games, 125, 126. 
 Cheerfulness a sign of wisdom, 52, 
 
 53. 
 " Che non men," etc. (Dante), note 
 
 12. 
 Children's rights, 113, 114. 
 Child study, 11, 29. 
 Class distinctions, Montaigne and 
 Loolie conscious of, 1. 
 Plato's idea of, note 7. 
 Clothes not the man, 99, 100. 
 College condemned, 59, 60, 61-62, 
 78, 81. 
 evils of, note 54. 
 Hobbes' opinion of, note 50. 
 Latinist has no practical knowl- 
 edge, 67, 68. 
 Concentration commended, 141, 142. 
 Conscience necessary for justice, 
 101. 
 should be shown in speech, 40. 
 should be trained, 92. 
 Constitution of the mind a factor 
 in education, 25, 28, 29, 56, 81, 
 82,102,103,124,125; note 7. 
 
 Contention is base, 40. 
 " Contorta et aculeata," etc. (Cic- 
 ero), 73. 
 Co-ordination, 11, 29 ; note 10. 
 Courtiers untrustworthy, 40. 
 Cowardliness increased by physi- 
 cal punishment, 116. 
 Cruelty, a childish habit, 124, 125. 
 
 caused by anger, 136. 
 
 Locke against, note 140. 
 
 of pedants, 61. 
 
 practised in colleges, 62. 
 Curiosity, cultivate honest, 41, 42. 
 Custom, should be trangressed by 
 the great only, 38. 
 
 Debt of Locke and Eousseau to 
 
 Montaigne, 14. 
 Decoration of school-rooms, 11, 
 
 62, 63. 
 Democracy, perhaps unfavourable 
 
 to education, 9, 10, 12. 
 "Deprendas animi," etc. (Juve- 
 nal), 52. 
 Development of character, 7. 
 of the individual, 8, 11, 12, 29, 
 
 48, 102, 103 ; note 44. 
 should be general, 67, 127, 128. 
 Dice, anecdote of, note 139. 
 Difficulty of descending to child's 
 
 level, 29. 
 Discipline of a tntor checked by 
 home influences, 37. 
 should be applied with discre- 
 tion, 121. 
 should be without physical vio- 
 lence, 61, 62, 116, 135-137. 
 violent, distasteful to Montaigne, 
 78, 83, 116. 
 Disposition a factor in education, 
 28,29,56,103; note 7. 
 Montaigne's, 80, 82, 83. 
 of children variable, 25. 
 Disputation, avoid, 38. 
 
GENERAL INDEX. 
 
 181 
 
 Disputation, be fair in, 39. 
 
 I)Is.«ilmulation a quality of Mon- 
 taigne's time, 122, 123. 
 
 Dogmatism, unfruitful, 9, 10. 
 
 Domestic aifairs should be impart- 
 ed to children when of a suit- 
 able age, 114. 
 
 " Early but does," etc. (French 
 
 proverb), 59. 
 Education, a continuous experi- 
 ment, 9. 
 aim of, 7. 
 
 books on, printed mainly in Ger- 
 man, XV. 
 contrast between Athenian and 
 
 Spartan systems of, 106, 108. 
 everyone susceptible to, 6, 128. 
 formal, condemned, 107. 
 history of, parallel to that of 
 
 religion, 9. 
 in France, Germany, England, 
 
 and the United States, 8. 
 meaning of, 8. 
 
 Montaigne's own, 1, 2, 77-79. 
 Montaigne's single use of the 
 
 word, 116; note 131. 
 Montaigne the founder of a 
 
 school of thinkers on, xv. 
 of children, the most important 
 
 and difficult of human effort, 
 
 25, 107. 
 Persian system of, 104-106. 
 problem of, solvable through the 
 
 human, 12. 
 reformatory, 128. 
 should be by the State, 134, 
 
 145. 
 should be enjoyable, 79. 
 should be practical, 17, 18, 49, 
 
 50, 67, 58, 91, 92, 98, 99, 100. 
 should make us better, 100. 
 should not aim at gain, 27, 101, 
 
 102. 
 
 14 
 
 Education, Socrates' advice con- 
 cerning, note 6. 
 
 "Either X am," etc. (Demetrius), 
 51, 52. 
 
 Eloquence, Gate's ridicule of Cic- 
 ero's, 71 ; note 71. 
 should not call attention to itself, 
 75. 
 
 " Emunctffi naris," etc. (Horace), 71. 
 
 Enjoyment of study and duty, 79. 
 train for, 7. 
 
 Environment,human, physical, and 
 social, 7. 
 
 Errors should be acknowledged, 
 39, 40. 
 
 "Et errat longe," etc. (Terence), 
 115. 
 
 " Et quo quemque," etc. (Virgil), 48. 
 
 Experience the best teacher if re- 
 flected on, 144. 
 
 Expression easy if ideas are clear. 
 
 Familiarity, Marshal de Montluo's 
 lack of, 118, 119. 
 
 of parents with children advised, 
 117-118, 119-120. 
 Family, authority in the, main- 
 tained by austerity, 118, 119. 
 
 authority in the, maintained by 
 wealth, 115. 
 
 importance of, in education 
 shown by Froebel and Pesta- 
 lozzi, note 16. 
 
 life of Montaigne, Locke, and 
 Rousseau limited, note 16. 
 
 relations of Montaigne pleasant, 
 119. 
 Fault-finding, opposed, 38, 121. 
 Fear, contempt of, taught Alex- 
 ander by Aristotle, 57. 
 
 philosophy an enemy of, 48. 
 
 philosophy teaches to what ex- 
 tent one should, evils, 53. 
 
182 
 
 THE EDUCATION OP CHILDREN. 
 
 Fear of shame not induced by fre- 
 quent punishment, 61, 62. 
 study should not induce, 58, 62. 
 
 Finite, Plato's meaning of, note 
 137. 
 
 Geometry not much taught by 
 Aristotle, 57. 
 taught by games, 79. 
 Giving more enjoyable than re- 
 ceiving, 112, 113. 
 Grammar despised by Spartans, 
 106, 107. 
 knowledge of, not necessary for 
 
 pure speech, 96. 
 grammarian no gentleman, 68. 
 grammarians ridiculed by Dio- 
 nysius, 96. 
 " Gratum est," etc. (Juvenal), 135. 
 Greek insutJicient to educate alone, 
 96, 97. 
 should be taught after the ver- 
 nacular, 7, 14, 76. 
 taught as a game, 79. 
 too much time spent in acquir- 
 ing, 76. 
 
 Habit, uncorrected in childhood 
 leads to great evil, 124, 125. 
 Plato's opinion of, 124 ; note 139. 
 " Habit is not," etc. (Plato), 124. 
 " Hffio demum sapiet," etc. (Epi- 
 taph on Luoan), 74. 
 "Hanc amplissimam," etc. (Cic- 
 ero), 66. 
 History, a means of placing the 
 tihild in relation to his envi- 
 ronment, 7. 
 a mere language study to some, 
 to others an anatomy of phi- 
 losophy, 43. 
 classes of historians, 148-150. 
 clergymen and philosophers 
 should not write, 152. 
 
 History deals more safely with the 
 past than the present, 152. 
 
 eye-witnesses make the best his- 
 torians, 150, 151. 
 
 importance of, 17. 
 
 middle class of historians leave 
 little to the individual judg- 
 ment, 149, 150. 
 
 Montaigne advocates Herbartian 
 aim of, 11. 
 
 Montaigne's chief study, 20. 
 
 Montaigne's estimate of Csesar, 
 147, 148. 
 
 Montaigne's estimate of Fiois- 
 sart, 150. 
 
 Montaigne's estimate of Laertius, 
 147. 
 
 Plutarch, Montaigne's favourite 
 historian, 147. 
 
 Plutarch's valuable contribution 
 to, 43. 
 
 point of view influenced by the 
 occupation of the historian, 
 151, 152. 
 
 point of view influenced by the 
 personality of the historian, 
 note 159. 
 
 properly used a most valuable 
 study, 42. 
 
 reasons for Montaigne's delight 
 in, 148, 149. 
 
 rumours the transformed mate- 
 rial of, 149. 
 
 should portray character, 42. 
 
 should train judgment, 43. 
 
 taught by biography, 147; note 25. 
 
 the only study of the Lacedse- 
 monians, 42. 
 Honestum, 113. 
 Humanity, complexity of, 10. 
 
 Idleness condemned, 141. 
 " I know neither art," etc. (Hera- 
 clides), 66. 
 
GENERAL INDEX. 
 
 183 
 
 Imitation of words easy, ot 
 
 thoughts difficult, 75, 76. 
 Inclinations, evil, should be 
 checked early, 124, 125. 
 in reading should be fostered, 81, 
 
 82. 
 natural, should be considered, 
 
 25, 28, 29, 56, 103 ; note 7. 
 of children variable, 25. 
 should be controlled by reason, 
 113. 
 Indifference, personal, of Mon- 
 taigne to children, note 128. 
 Individuality, 7, 11, 12, 29, 48. 
 Inflexibility, 9. 
 
 Influence of Italy, Pau, and Eabe- 
 
 lais on the education of Henry 
 
 of Navarre, Montaigne and 
 
 others, 2. 
 
 of La Boetie, 3, 4. 
 
 of Sebonde's " Theologia Natu- 
 
 ralis," 4, 5. 
 of the occupation of authors on 
 
 histories, 151, 152. 
 of wrong habits in childhood, 
 
 121, 124, 125. 
 pupils are like masters, 93. 
 Information should be more sought 
 
 than volunteered, 37. 
 Instruction can be gained from 
 everyone, 41. 
 everyone susceptible to, 6, 128. 
 private, advocated, 14. 
 Intemperance, general, a charac- 
 teristic of the human race, 131. 
 in letters, 131, 132. 
 Intercourse, with men commended, 
 34,44. 
 sliould be general, 41. 
 " Ipese res verba," etc. (Cicero), 69. 
 " Is it not better," etc. (Heraclitus), 
 
 91. 
 " I therefore pretend," etc. (Dioge- 
 • nes), 66. 
 
 " It is all ready," etc. (Menander), 
 
 72. 
 " It is for such," etc. (Heraclion), 
 
 52. 
 " It is not," etc. (Isoorates), 59. 
 
 Judgment, 7, 18. 
 
 aids in making good poetry, 71. 
 
 altered by good education, 128. 
 
 biased, twists historical narra- 
 tive, 150. 
 
 bribed by favours, 40. 
 
 formed by philosophy, 59. 
 
 most essential quality, 115. 
 
 of pedants lacking, 92, 93, 98, 99. 
 
 of pupils should be exercised 
 and trained, 12, 13, 33, 34, 92, 
 93, 96. 
 
 preferred by Plutarch to knowl- 
 edge, 44. 
 
 questions to try natural, 20. 
 
 should be exercised in showing 
 affection for children, 113, 114. 
 
 teaches to acknowledge error, 40. 
 
 trained by the study of history, 
 149, 150. 
 Justice requires conscience, 116. 
 
 taught by the Persians, 105. 
 
 Knowledge, acquisition of, 7. 
 an ornament to the well-bom, 
 
 26. 
 bookish, useless, 14, 18, 33, 34, 58, 
 
 59, 66, 85, 97, 98, 139, 140. 
 bought, 94 ; note 103. 
 directs, but can not furnish the 
 
 mind, 102, 103. 
 excessive pursuit of, condemned, 
 
 58, 59, 85, 86, 87. 
 improperly used is of no value, 
 
 139, 140. 
 leas necessary than judgment, 99. 
 little, needed to live well, 131- 
 
 133. 
 
184: 
 
 THE EDUCATION OF CHILDREN. 
 
 Knowledge, mendicant, useless, 95. 
 must be assimilated, 31, 32, 95, 
 
 96. 
 noblest, is how '.o obey and to 
 
 command, 107. 
 of cause and eifect is best, 106. 
 of nature most sublime, 143. 
 practical, should be taught, 49, 
 
 50, 92, 97, 98. 
 tends to the service of life, 39, 96. 
 that is worth most, 11. 
 Know thyself, 48. 
 
 " Labor oallum," etc. (Cicero), 36. 
 Language, Gaza's principle con- 
 cerning, note 37. 
 
 Greek, 79, 96, 97. 
 
 imitation of, easy, 75, 76. 
 
 in learning a foreign, associate as 
 much as possible with each 
 word, note 37. 
 
 Latin, 77-79, 96, 97. 
 
 Locke's governess of, note 86. 
 
 modern, should be taught first, 
 11. 
 
 of country people suited to phi- 
 losophy, 128, 129. 
 
 should be learned in the country 
 where it is spoken, 16. 
 
 should be simple and unafi'ected, 
 75. 
 
 vernacular first, 14, 76. 
 Latin insufficient to educate, 67, 68, 
 96, 97. 
 
 Montaigne's method of learning, 
 76, 77. 
 
 Latinist has no practical knowl- 
 edge, 67. 
 
 should be taught after vernacu- 
 lar, 14, 76. 
 Law, Montaigne studies, 2-3. 
 
 course of, 19. 
 Learning an ornament to the well- 
 born, 26. 
 
 Learning, better learned preferable 
 
 to more learned, 92. 
 
 least learned nations the most 
 warlike, 108, 109. 
 
 little, needed to live well, 131- 
 133. 
 
 literal, not enough for a tutor, 28. 
 
 make, alluring and permanent, 
 85. 
 
 may be applied to evil, 103, 104. 
 
 may be gained from everyone, 
 41, 42. 
 
 must be assimilated, 31, 32, 95, 96. 
 
 not the true end of education, 
 128. 
 
 of pedants pretentious, 96-98. 
 
 present, only makes wise, 92, 93. 
 
 that one can not express is use- 
 less, 68-70. 
 
 useless if it does not impress the 
 mind, 141, 142. 
 
 useless if without understanding, 
 101. 
 
 women require little, 101 ; note 
 118. 
 
 word, condemned, 29, 30, 33, 97, 
 98. 
 Learn to do by doing, 10, 18, 33, 34, 
 
 66-68. 
 Lehrplan of 1892, 8. 
 "Les faits changent" (Eousseau), 
 
 note 159. 
 "Lettre-ferits,"97. 
 " Licet sapere," etc. (Seneca), 38. 
 Literature, means of placing a 
 child in relation to his envi- 
 ronment, 7. 
 
 sound, should fill minds, 97. 
 
 the tale shoiild be given the 
 child first, 81, 82 ; note 88. 
 Logic does not teach effective ex- 
 pression, 138, 139. 
 
 inferior to knowledge, 107. 
 
 logician is no gentleman, 67. 
 
GENERAL INDEX. 
 
 185 
 
 Logic not much taught by Aris- 
 totle, 57. 
 
 subtleties of, condemned, 39, 57. 
 Luxury should be avoided in bring- 
 ing up children, 145. 
 Lying, almost ineradicable, 121. 
 hateful vice, 122, 12.3. 
 national (French) fault, 122, 123. 
 should be early corrected in 
 
 children, 121. 
 the first feature in corruption, 
 122. 
 "Lying and perjury" (Massilien- 
 sis), 122. 
 
 "Magis, magnos clericos," etc. 
 
 (Kabelais), 87. 
 "Magna pars libertatis," etc. (Sen- 
 eca), 145. 
 " Mais ie hay," etc. (Du Bellay), 86. 
 Manner, afiability of, required ot 
 Montaigne, 82. 
 altered by education, 128. 
 avoid singularity of, 63, 64. 
 of speaking and writing should 
 be natural, 73, 74. 
 Manners of country people suited 
 to philosophy, 128, 129. 
 preferred to pedantry, 28. 
 should be observed, 41. 
 should be trained, 61. 
 should not be spoiled, by asso- 
 ciation, 58. 
 should not be too formal, 37, 38 ; 
 note 20. 
 Memorizing, arraignment of mere, 
 18, 29, 30, 33, 34, 92, 95 ; note 
 105. 
 inferior to practice, 66, 67, 105, 
 
 106. 
 not the aim of history, 42. 
 not true knowledge, 139, 140. 
 pedantic, 73 ; note 91. 
 Methods should be varied, 11. 
 
 Millennium not reached through 
 
 any single revolution, 10. 
 Mind dilates the more it fills, 87. 
 
 requires occupation, 141 , 142. 
 " Miffi) <ro0i<rTi|i' " etc. (Euripides), 
 
 95. 
 Moderation, mankind incapable of, 
 
 131. 
 Montaigne, ability to detect differ- 
 ence between himself and the 
 wise, 21. 
 
 antiquity of, ideas, 13. 
 
 approves of the stage, 84, 85. 
 
 awakened by music, 79. 
 
 breadth of view, 12. 
 
 brought up among the common 
 people, 145, 146. 
 
 clear judgment, 83. 
 
 coincidence of opinion with 
 those of others, 21. 
 
 comments on his own book, 110. 
 
 compares himself to good au- 
 thors, 21. 
 
 disposition, 80, 81. 
 
 early education, 77-80. 
 
 extols Mme. D'Estissao as a 
 model mother, 111, 112. 
 
 family relations, 119, 120. 
 
 fancy and judgment uncertain, 
 20, 21. 
 
 first to break away from Kenais- 
 sance ideals, note, 105. 
 
 first to develop a connected sys- 
 tem of education, 13. 
 
 fondness for poetry, 20. 
 
 fondness for tales, 81, 82. 
 
 founder of a school of thinkers, 
 
 XV. 
 
 history his chief study, 20. 
 how, was taught Greek and 
 
 Latin, 77-79. 
 in advance of his own age and 
 
 of the present, 7, 10, 11. 
 ideas on history, 147-152. 
 
186 
 
 THE EDUCATION OF CHILDREN. 
 
 Montaigne's inaction, 80, 81, 83. 
 
 indebtedness to other authors, 
 93. 
 
 lack of formal knowledge, 19, 
 20. 
 
 lack of memory, 20, 80, 93. 
 
 life of, 1-6. 
 
 modernity, 10. 
 
 natural faculties indifferent, 20, 
 80, 82. 
 
 never read books of solid learn- 
 ing, 20. 
 
 part in college theatricals, 84. 
 
 slight discipline of his daugh- 
 ter, 116. 
 
 trained against special tastes, 63, 
 64. 
 
 trained to affability of manner, 82. 
 
 trained to honesty and sincerity, 
 125, 126. 
 
 use of quotations, 23. 
 
 uses the language of the people, 
 75. 
 Morality of life independent of 
 
 learning, 132, 133. 
 Moral training, importance of, 128; 
 note 120. 
 
 neglected by pedants, 96, 97. 
 Motor Bide, 10, 15, 79. 
 "Multum interest," etc. (Seneca), 
 
 64. 
 Music, recommended by Plato, 63. 
 
 used to awaken Montaigne, 79. 
 
 musicians ridiculed by Diony- 
 siuB, 96. 
 
 Nature should be the basis of phi- 
 losophy, 143. 
 should yield to authority, 112. 
 studies place chili I in relation to 
 physical environment, 7. 
 "Nee ad melius," etc. (Cicero), 138. 
 " Neither the youngest," etc. (Epi- 
 curus), 58. 
 
 " Neque, ut omnia," etc. (Cicero), 
 39. 
 
 " Nequid quam sapere," ete. (Cic- 
 ero), 96. 
 
 " Non enim paranda," etc. (Cicero), 
 96. 
 
 "Non est loquendum," etc. (Sen- 
 eca), 93. 
 
 " Non sumus sub rege," etc. (Sen- 
 eca), 31. 
 
 " Non vitae, etc. (Seneca), 101. 
 
 " Not to learn logic," etc. (Agesi- 
 laus), 107. 
 
 " Nullum scelus," etc. (Livy), 
 117. 
 
 "Nunquam tutelse," etc. (Seneca), 
 30. 
 
 Nuts, anecdote of play with, 124 ; 
 note 139. 
 
 " Obest plerumque," etc. (Cicero), 
 28. 
 
 Observation commended, 41. 
 
 Obstinacy increased by whipping, 
 116. 
 should be repressed, 121. 
 
 " Odi homines," etc. (Pacuvius), 
 89. 
 
 "Of Athens," "Of the World" 
 (Socrates), 44. 
 
 ■' Omnia Aristippum," etc. (Hor- 
 ace), 65. 
 
 Orations, inferior to simple state- 
 ments, 70, 71. 
 not suitable to feasts, 59, 60. 
 orators ridiculed by Dionysius, 
 96. 
 
 " 'Os oiSlK," etc. (Stobeeus), 100 
 
 " stranger 1 " etc. ( Alexandrides), 
 44. 
 
 " what," etc. (Seneca), 92. 
 
 Patriotism should be instilled, 39, 
 40. 
 
GENERAL INDEX. 
 
 18Y 
 
 " Paucia opus est," etc. (Seneca), 
 
 133. 
 Pedantry, despised by ancients, 86, 
 87. 
 
 discountenanced, iii-xiv, 30,58,59. 
 
 ridiculed, 68. 
 Pedants, ancient and modern, con- 
 trasted, 89. 
 
 lacls: business ability, 90-92. 
 
 lack judgment, 99. 
 
 neglect moral training, 92, 93. 
 
 pretenders of learning, 97, 98. 
 
 ridiculed, 98, 99. 
 " Petite hino," etc. (Persius), 58. 
 Philosophy, adapted to earliest in- 
 struction, 106. 
 
 adapted to festive occasions, 60. 
 
 aims at virtue, 52. 
 
 ancient philosophers contrasted 
 with modem, 89. 
 
 ancient philosophers scorned 
 material circumstances, 87-89. 
 
 ancient philosophers were great 
 in action, 90, 91. 
 
 best suited to vernacular, 128, 
 129. 
 
 can be applied to evil, 103, 104. 
 
 chief study, 59. 
 
 discourses of, cheer, 51-53. 
 
 examples of, in relation to life, 
 47, 48. 
 
 gracious to the well-born, 26. 
 
 ignorance of its votaries, note 93. 
 
 not mechanical reading and 
 learning, 66, 67. 
 
 Plato's definition of, 33. 
 
 should be based on nature, 143. 
 
 Tasso's idea of, 26. 
 
 teaches how to live, 55, 66, 67. 
 " Philosophy is a rich," etc. (Tasao), 
 
 26. 
 Physical training, a modern pur- 
 pose, 7, 18 ; note 53. 
 
 " hardening process," note 19. 
 
 Physical training, importance of, 
 
 16, 36, 37. 
 
 increased attention to, at present, 
 note 53. 
 
 not to bo interfered with through 
 mistaken affection, 35, 36. 
 
 recommended by Plato, 61, 62. 
 
 to guard against efteminacy, 62. 
 Physics, 7, 60. 
 Plagiarism, assimilated borrowed 
 
 material may be used, 31, 32. 
 Play, Dr. Tsanoff's idea of the im- 
 portance of, in education, note 
 141. 
 
 Groos upon, of animals, note 141. 
 
 Haddon upon the origin of, note 
 141. 
 
 Kindergarten, of the sixteenth 
 century, note 141. 
 
 Montaigne advocates, in educa- 
 tion, 10. 
 
 of children their most serious ac- 
 tions, 125, 126. 
 
 of great importance and must be 
 without cheating, 125, 126. 
 
 recommended by Plato, 62. 
 
 use of the motor-side in educa- 
 tional games, 15, 79. 
 Pleasure more toilsome than wis- 
 dom, 54. 
 " Plus sapit vulgus," etc. (Lactan- 
 
 tius), 129. 
 " Plus sonat," etc. (Seneca), 72. 
 Poetry, Cicero no leisure to study 
 lyric poets, 57. 
 
 despised by Spartans, 107. 
 
 diversion proper for women, note 
 118. 
 
 good matter makes good, 71, 72. 
 
 Montaigne fond of, 20. 
 
 poetical form aids understanding, 
 20. 
 
 poetic license should be used by 
 great poets only, 38. 
 
188 
 
 THE EDUCATIOX OF CHILDREN. 
 
 Poetry, poets have always acoom- 
 modated themselves to public 
 feeling, 54. 
 recommended by Plato on ac- 
 count of music, 62. 
 Politician has knowledge of human 
 
 nature, 3. 
 " Postquam dooti," etc. (Seneca), 
 
 102. 
 Practical life, children should be 
 trained to like ordinary things, 
 lU, 145. 
 education used in, 100, 101. 
 Persians trained for, 104r-106. 
 relation of philosophical ex- 
 amples to, 47-50. 
 train for, 17, 57, 58, 91, 92, 95, 96, 
 98, 100. 
 Process, fitting, narrowing, 8. 
 Profit, learning should not be for 
 
 business, 84, 85. 
 Prognostics, childish, 11, 25. 
 Propensity of children's minds to 
 be taken into account, 25, 28, 
 29, 56. 
 Punishment condemned by Eras- 
 mus, note 54. 
 often due to anger and unjust, 
 
 134, 135. 
 makes children more cowardly, 
 
 wilful, and obstinate, 97. 
 severity of, condemned by Locke 
 
 and Bousseau, 17. 
 should be deliberate and discreet, 
 
 136, 137. 
 youths corrupted by, 62. 
 Pupils are like masters, 93. 
 
 "Quffl tellus," etc. (Propertius), 
 
 42. 
 " Quse veritati," etc. (Seneca), 75. 
 " Queis arte," etc. (Juvenal), 100. 
 " Qucm duplioi " (Horace), 65. 
 " Qui alicujus," etc. (Seneca), 73. 
 
 " Quid fas optare," etc. (Persius), 
 47. 
 
 " Qui disciplinam," (Cicero), 67. 
 
 " Quid moveant Pisces," etc. (Pro- 
 pertius), 49. 
 
 " Quis accurate," etc. (Seneca), 
 75. 
 
 " Quisquis ubique," etc. (Martial), 
 142. 
 
 Quotation, abuse of, 21-23. 
 Montaigne's use of, for better 
 self-expression, 23. 
 
 Quotations different in various 
 editions of Montaigne, note 4. 
 
 "Quum res animum," etc. (Sen- 
 eca), 69. 
 
 " Eabie jecur incendente," etc. 
 
 (Juvenal), 135. 
 Season alone should control incli- 
 nations, 113. 
 common property, 31. 
 should be chief guide, 40. 
 Keflection, children's, power of, 
 
 note 46. 
 Religion, Christian, requires little 
 learning in women, 101 . 
 infiuence on Greeks of free, 5. 
 Montaigne's attitude toward, 5. 
 new, 10. 
 thought, 9. 
 " Keserve these tricks," etc. (Chiy- 
 
 sippus), 73. 
 Ehetoric, 33. 
 does not teach effective expres- 
 sion, 70, 71, 138, 139. 
 inferior to knowledge, 106,107. 
 Ehetorioal disputes not suited to 
 
 feasts, 60. 
 Eights, children's, 113, 114. 
 
 ■' Sapere aude," etc. (Horace), 49. 
 School, make, life pleasant, 11, 17, 
 18. 
 
GENERAL INDEX. 
 
 189 
 
 School, make, pleasant through va- 
 riety, 60, 51. 
 should not inflict punishment, 
 
 61, 62, 85. 
 should not represent study diffi- 
 cult, 51, 52. 
 Schools do not produce great men, 
 
 8, 96, n. 
 Self-activity, 11, 12. 
 Self-consciousness to be avoided, 
 
 45, 46, 63. 
 " Ki cupidus," etc. (Juvenal), 96. 
 Silence, train children to, 37, 38. 
 Similarity, striking verbal, of 
 Montaigne, Locke, and Eous- 
 seau, 14. 
 Simplicity commended, 130, 131. 
 
 taught by Socrates, 130, 131. 
 Sincerity requires acknowledg- 
 ment of errors, 40. 
 " Si quid Socrates," etc. (Cicero), 38. 
 Sound mind in a sound body, 11, 
 
 36, 52, 61. 
 Spectators, inactive, of life not the 
 
 worst men, 47. 
 Speculation of Thales, 91 ; note 
 
 99. 
 Spoiling children, 35-37. 
 Stage approved by Montaigne, 84, 
 85. 
 should be encouraged by the 
 government, 85. 
 State education, 134, 145. 
 Sternness repented of, 118, 119. 
 Study, do not make, distasteful 
 through punishment, 61, 62. 
 do not represent, as difficult, 51, 
 
 52. 
 e.xoessire, injurious, 20, 58, 59, 87. 
 in France aims at profit, 101, 102. 
 make, pleasant, 61, 85 ; note 87. 
 nature, 7. 
 political, 7. 
 should make wiser, 32, 33. 
 
 Study, should not aim at business 
 profit, 101, 102. 
 should, to live, 66, 67. 
 sociological, 7. 
 
 time and place of, immaterial, 59. 
 Style should be simple and harmo- 
 nize with matter, 73, 74. 
 " Sub aliena umbra," etc. (Seneca)t 
 
 139. 
 Subtleties of logic condemned, 39, 
 57 ; note 40. 
 of sophistries laughable, 72, 73. 
 Susceptibility of everyone to edu- 
 cation, 128; note 45. 
 
 Tabular form of similar passages 
 from Locke, Montaigne, and 
 Eousseau, 15-17. 
 
 Tale, value of the, in early educa- 
 tion, 81, 82 ; note 88. 
 
 Teacher apt to be narrow, 8. 
 care in choice of a, 11, 28. 
 
 Tel fiert quo ne tue pas, note 1. 
 
 " Tempera certa," etc. (Horace), 71. 
 
 Tete bien faite, 8. 
 
 "The gods forbid," etc. (Plato), 
 66. 
 
 "The inhabitants of Asia," etc. 
 (Plutarch), 43. 
 
 Theories, modernity of the, of Eras- 
 mus, Eabelais, Montaigne, xv. 
 
 " The poor boy," etc. (Marshal de 
 Montlue), 119. 
 
 Things before words, 10, 18, 68-76, 
 144. 
 
 Thought, imitation of, difficult, 75, 
 76. 
 richness of, better than fertility 
 of speech, 76. 
 
 " Till our armies," etc. (Crates), 90. 
 
 " Tt jrAeiaSeo-o-i," etc. (Anaoreon, 49. 
 
 " To what purpose," etc. (Anaxim- 
 enes), 50. 
 
 Translation of Montaigne, xv, xvi. 
 
190 
 
 THE EDUCATION OP CHILDREN. 
 
 Travel, broadening iufluenoe of, 
 
 «-47. 
 importance of, 11, 18, 34, 35. 
 Montaigne's account of his, 4 ; 
 
 note 15. 
 Truth, banishment of, the first fea- 
 ture of corruption, 122. 
 common property, 31, 32. 
 has only one face, 122. 
 language of, plain and unaf- 
 fected, 75. 
 moral truths connected with 
 
 modern educational methods, 
 
 note 144. 
 simple truth better than many 
 
 words, 70, 71. 
 train children to speak the, 
 
 121. 
 Tutor, authority of, should be 
 
 sovereign, 37. 
 choice of, most important, 11, 14, 
 
 15, 18, 28. 
 Montaigne's, very discreet, 82. 
 powers of a, note 43. 
 should be a gentleman, 28, note 
 
 8. 
 should inculcate affection as well 
 
 as reverence for virtue, 54. 
 should train pupil's judgment, 
 
 28, 29. 
 
 "Udum et moUe," etc. (Persi'us), 
 56. 
 
 Understanding, fundamental re- 
 quirement for learning, 101. 
 rules all, according to Epichar- 
 mus, 32. 
 
 Usefulness, training for, 7, 17, 18, 
 49, 57, 58. 
 
 "Ut fuerit melius," etc. (Cicero), 
 101. 
 
 Utile, 112, 113. 
 
 "Ut omnium rerum" (Seneca), 
 131. 
 
 Vanity, Locke speaks against, note 
 
 140. 
 " Velut acgri somnia," etc. (Hor- 
 ace), 141. 
 " Verbaque provisam," etc. (Hor- 
 ace), 69. 
 Vemaoular, first, 14, 76. 
 
 suited to philosophy, 128, 129. 
 Versatility, commended, 64, 65. 
 
 of Alcibiades, 65. 
 Vices, abhorrence of, should be 
 
 taught, 124, 125. 
 Violence, physical, in discipline 
 condemned, 61, 62, 116, 135, 
 137. 
 Virtue, fundamental, 102. 
 of fathers should hold children, 
 
 115. 
 practice of, pleasant, 52, 55. 
 seen in the actions of men, 66, 
 
 67. 
 should be inculcated, 92, 127. 
 taught by the Persians, 104, 106. 
 value of, 54, 55. 
 Virtues, great, gain privileges, 38. 
 should be shown in speech, 40. 
 taught by Aristotle rather than 
 sciences, 57, 58. 
 " Vitamque sub," etc. (Horace), 35. 
 " Vos O patricius," etc. (Persius), 
 
 Wars, little mischief done by, 45. 
 AVealth, a provision against neglect 
 
 in old age, 115. 
 " We have," etc. (Cato), 71. 
 " What a stupid," etc. (Socrates), 
 
 107. 
 " What they ought," etc. (Agosi- 
 
 laus), 106. 
 Whipping, condemned, 97. 
 of Cyrus for a wrong judgment, 
 
 105, 106. 
 often due to anger, 135, 136. 
 
GENERAL INDEX. 
 
 191 
 
 Whipping, Latin learned -without, 
 
 78. 
 Whole, knowledge of the, neces- 
 sary to true valuation of the 
 parts, 45, 46. 
 man must be trained, 60, (il. 
 " Why should I," etc. (Aristippus), 
 
 73. 
 Will, restrain, within limits, 64. 
 Wisdom, brought to earth by Soc- 
 rates, 130. 
 gained from nature, 143. 
 less toilsome than pleasure, 54. 
 not gained by logic, 138, 139. 
 
 Wisdom of fathers should hold 
 children, 115. 
 sign of, is cheerfulness, 52, 63. 
 Wit never out of place, 71. 
 Women, do not require much 
 learning, 101. 
 Montaigne's view of, note 16. 
 take part in physical contests, 
 
 note 57. 
 what, should learn, note 118. 
 World, the best text-book, 46, 
 47. 
 
 " You are," etc. (Diogenes), 66. 
 
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