Classic French Course in English. William Cleaver Wilkinson

with our readers on this point.

      It was for a "boy of quality" that Montaigne aimed to adapt his suggestions on the subject of education. In this happy country of ours, all boys are boys of quality; and we shall go nowhere amiss in selecting from the present essay:—

      For a boy of quality, then, I say, I would also have his friends solicitous to find him out a tutor who has rather a well-made than a well-filled head, seeking, indeed, both the one and the other, but rather of the two to prefer manners and judgment to mere learning, and that this man should exercise his charge after a new method.

      'Tis the custom of pedagogues to be eternally thundering in their pupil's ears, as they were pouring into a funnel, whilst the business of the pupil is only to repeat what the others have said: now, I would have a tutor to correct this error, and that, at the very first, he should, according to the capacity he has to deal with, put it to the test, permitting his pupil himself to taste things, and of himself to discern and choose them, sometimes opening the way to him, and sometimes leaving him to open it for himself; that is, I would not have him alone to invent and speak, but that he should also hear his pupil speak in turn. … Let him make him put what he has learned into a hundred several forms, and accommodate it to so many several subjects, to see if he yet rightly comprehends it, and has made it his own. … 'Tis a sign of crudity and indigestion to disgorge what we eat in the same condition it was swallowed: the stomach has not performed its office, unless it have altered the form and condition of what was committed to it to concoct. …

      Let him make him examine and thoroughly sift every thing he reads, and lodge nothing in his fancy upon simple authority and upon trust. Aristotle's principles will then be no more principles to him than those of Epicurus and the Stoics: let this diversity of opinions be propounded to, and laid before, him; he will himself choose, if he be able; if not, he will remain in doubt.

      "Che, non men che saper, dubbiar m'aggrata."

      Dante, Inferno, xl. 93.

      ["That doubting pleases me, not less than knowing."

      Longfellow's Translation.]

      For, if he embrace the opinions of Xenophon and Plato, by his own reason, they will no more be theirs, but become his own. Who follows another, follows nothing, finds nothing, nay, is inquisitive after nothing. "Non sumus sub rege; sibi quisque se vindicet." ["We are under no king; let each look to himself."—Seneca, Ep. 33.] Let him, at least, know that he knows. It will be necessary that he imbibe their knowledge, not that he be corrupted with their precepts; and no matter if he forget where he had his learning, provided he know how to apply it to his own use. Truth and reason are common to every one, and are no more his who spake them first, than his who speaks them after; 'tis no more according to Plato, than according to me, since both he and I equally see and understand them. Bees cull their several sweets from this flower and that blossom, here and there where they find them; but themselves afterward make the honey, which is all and purely their own, and no more thyme and marjoram: so the several fragments he borrows from others he will transform and shuffle together, to compile a work that shall be absolutely his own; that is to say, his judgment: his instruction, labor, and study tend to nothing else but to form that. … Conversation with men is of very great use, and travel into foreign countries; … to be able chiefly to give an account of the humors, manners, customs, and laws of those nations where he has been, and that we may whet and sharpen our wits by rubbing them against those of others. …

      In this conversing with men, I mean also, and principally, those who live only in the records of history: he shall, by reading those books, converse with the great and heroic souls of the best ages.

      It is difficult to find a stopping-place in discourse so wise and so sweet. We come upon sentences like Plato for height and for beauty. An example: "The most manifest sign of wisdom is a continual cheerfulness; her state is like that of things in the regions above the moon, always clear and serene." But the genius of Montaigne does not often soar, though even one little flight like that shows that it has wings. Montaigne's garnishes of quotation from foreign tongues are often a cold-blooded device of afterthought with him. His first edition was without them, in many places where subsequently they appear. Readers familiar with Emerson will be reminded of him in perusing Montaigne. Emerson himself said, "It seemed to me [in reading the "Essays" of Montaigne] as if I had myself written the book in some former life, so sincerely it spoke to my thoughts and experience." The rich old English of Cotton's translation had evidently a strong influence on Emerson, to mould his own style of expression. Emerson's trick of writing "'tis," was apparently caught from Cotton. The following sentence, from the present essay of Montaigne, might very well have served Mr. Emerson for his own rule of writing: "Let it go before, or come after, a good sentence, or a thing well said, is always in season; if it neither suit well with what went before, nor has much coherence with what follows after, it is good in itself." Montaigne, at any rate, wrote his "Essays" on that easy principle. The logic of them is the logic of mere chance association in thought. But, with Montaigne—whatever is true of Emerson—the association at least is not occult; and it is such as pleases the reader, not less than it pleased the writer. So this Gascon gentleman of the olden time never tires us, and never loses us out of his hand. We go with him cheerfully where he so blithely leads.

      Montaigne tells us how he was himself trained under his father. The elder Montaigne, too, had his ideas on education—the subject which his son, in this essay, so instructively treats. The essayist leads up to his autobiographical episode by an allusion to the value of the classical languages, and to the question of method in studying them. He says:—