Essays of Michel de Montaigne Part 18

"Queis arte benigna Et meliore luto finxit praecordia t.i.tan."

["Whom benign t.i.tan (Prometheus) has framed of better clay."

--Juvenal, xiv. 34.]

that can keep themselves upright in despite of a pedantic education. But it is not enough that our education does not spoil us; it must, moreover, alter us for the better.

Some of our Parliaments, when they are to admit officers, examine only their learning; to which some of the others also add the trial of understanding, by asking their judgment of some case in law; of these the latter, methinks, proceed with the better method; for although both are necessary, and that it is very requisite they should be defective in neither, yet, in truth, knowledge is not so absolutely necessary as judgment; the last may make shift without the other, but the other never without this. For as the Greek verse says--

["To what use serves learning, if understanding be away."

--Apud Stobaeus, t.i.t. iii., p. 37 (1609).]

Would to G.o.d that, for the good of our judicature, these societies were as well furnished with understanding and conscience as they are with knowledge.

"Non vita, sed scolae discimus."

["We do not study for life, but only for the school."

--Seneca, Ep., 106.]

We are not to tie learning to the soul, but to work and incorporate them together: not to tincture it only, but to give it a thorough and perfect dye; which, if it will not take colour, and meliorate its imperfect state, it were without question better to let it alone. 'Tis a dangerous weapon, that will hinder and wound its master, if put into an awkward and unskilful hand:

"Ut fuerit melius non didicisse."

["So that it were better not to have learned."

--Cicero, Tusc. Quaes., ii. 4.]

And this, peradventure, is the reason why neither we nor theology require much learning in women; and that Francis, Duke of Brittany, son of John V., one talking with him about his marriage with Isabella the daughter of Scotland, and adding that she was homely bred, and without any manner of learning, made answer, that he liked her the better, and that a woman was wise enough, if she could distinguish her husband's shirt from his doublet. So that it is no so great wonder, as they make of it, that our ancestors had letters in no greater esteem, and that even to this day they are but rarely met with in the princ.i.p.al councils of princes; and if the end and design of acquiring riches, which is the only thing we propose to ourselves, by the means of law, physic, pedantry, and even divinity itself, did not uphold and keep them in credit, you would, with doubt, see them in as pitiful a condition as ever. And what loss would this be, if they neither instruct us to think well nor to do well?

"Postquam docti prodierunt, boni desunt."

[Seneca, Ep., 95. "Since the 'savans' have made their appearance among us, the good people have become eclipsed."

--Rousseau, Discours sur les Lettres.]

All other knowledge is hurtful to him who has not the science of goodness.

But the reason I glanced upon but now, may it not also hence proceed, that, our studies in France having almost no other aim but profit, except as to those who, by nature born to offices and employments rather of glory than gain, addict themselves to letters, if at all, only for so short a time (being taken from their studies before they can come to have any taste of them, to a profession that has nothing to do with books), there ordinarily remain no others to apply themselves wholly to learning, but people of mean condition, who in that only seek the means to live; and by such people, whose souls are, both by nature and by domestic education and example, of the basest alloy the fruits of knowledge are immaturely gathered and ill digested, and delivered to their recipients quite another thing. For it is not for knowledge to enlighten a soul that is dark of itself, nor to make a blind man see. Her business is not to find a man's eyes, but to guide, govern, and direct them, provided he have sound feet and straight legs to go upon. Knowledge is an excellent drug, but no drug has virtue enough to preserve itself from corruption and decay, if the vessel be tainted and impure wherein it is put to keep.

Such a one may have a sight clear enough who looks asquint, and consequently sees what is good, but does not follow it, and sees knowledge, but makes no use of it. Plato's princ.i.p.al inst.i.tution in his Republic is to fit his citizens with employments suitable to their nature. Nature can do all, and does all. Cripples are very unfit for exercises of the body, and lame souls for exercises of the mind.

Degenerate and vulgar souls are unworthy of philosophy. If we see a shoemaker with his shoes out at the toes, we say, 'tis no wonder; for, commonly, none go worse shod than they. In like manner, experience often presents us a physician worse physicked, a divine less reformed, and (constantly) a scholar of less sufficiency, than other people.

Old Aristo of Chios had reason to say that philosophers did their auditors harm, forasmuch as most of the souls of those that heard them were not capable of deriving benefit from instruction, which, if not applied to good, would certainly be applied to ill:

["They proceeded effeminate debauchees from the school of Aristippus, cynics from that of Zeno."

--Cicero, De Natura Deor., iii., 31.]

In that excellent inst.i.tution that Xenophon attributes to the Persians, we find that they taught their children virtue, as other nations do letters. Plato tells us that the eldest son in their royal succession was thus brought up; after his birth he was delivered, not to women, but to eunuchs of the greatest authority about their kings for their virtue, whose charge it was to keep his body healthful and in good plight; and after he came to seven years of age, to teach him to ride and to go a-hunting. When he arrived at fourteen he was transferred into the hands of four, the wisest, the most just, the most temperate, and most valiant of the nation; of whom the first was to instruct him in religion, the second to be always upright and sincere, the third to conquer his appet.i.tes and desires, and the fourth to despise all danger.

It is a thing worthy of very great consideration, that in that excellent, and, in truth, for its perfection, prodigious form of civil regimen set down by Lycurgus, though so solicitous of the education of children, as a thing of the greatest concern, and even in the very seat of the Muses, he should make so little mention of learning; as if that generous youth, disdaining all other subjection but that of virtue, ought to be supplied, instead of tutors to read to them arts and sciences, with such masters as should only instruct them in valour, prudence, and justice; an example that Plato has followed in his laws. The manner of their discipline was to propound to them questions in judgment upon men and their actions; and if they commended or condemned this or that person or fact, they were to give a reason for so doing; by which means they at once sharpened their understanding, and learned what was right.

Astyages, in Xenophon, asks Cyrus to give an account of his last lesson; and thus it was, "A great boy in our school, having a little short ca.s.sock, by force took a longer from another that was not so tall as he, and gave him his own in exchange: whereupon I, being appointed judge of the controversy, gave judgment, that I thought it best each should keep the coat he had, for that they both of them were better fitted with that of one another than with their own: upon which my master told me, I had done ill, in that I had only considered the fitness of the garments, whereas I ought to have considered the justice of the thing, which required that no one should have anything forcibly taken from him that is his own." And Cyrus adds that he was whipped for his pains, as we are in our villages for forgetting the first aorist of------.

[Cotton's version of this story commences differently, and includes a pa.s.sage which is not in any of the editions of the original before me:

"Mandane, in Xenophon, asking Cyrus how he would do to learn justice, and the other virtues amongst the Medes, having left all his masters behind him in Persia? He made answer, that he had learned those things long since; that his master had often made him a judge of the differences amongst his schoolfellows, and had one day whipped him for giving a wrong sentence."--W.C.H.]

My pedant must make me a very learned oration, 'in genere demonstrativo', before he can persuade me that his school is like unto that. They knew how to go the readiest way to work; and seeing that science, when most rightly applied and best understood, can do no more but teach us prudence, moral honesty, and resolution, they thought fit, at first hand, to initiate their children with the knowledge of effects, and to instruct them, not by hearsay and rote, but by the experiment of action, in lively forming and moulding them; not only by words and precepts, but chiefly by works and examples; to the end it might not be a knowledge in the mind only, but its complexion and habit: not an acquisition, but a natural possession. One asking to this purpose, Agesilaus, what he thought most proper for boys to learn? "What they ought to do when they come to be men," said he.--[Plutarch, Apothegms of the Lacedamonians. Rousseau adopts the expression in his Diswuys sur tes Lettres.]--It is no wonder, if such an inst.i.tution produced so admirable effects.

They used to go, it is said, to the other cities of Greece, to inquire out rhetoricians, painters, and musicians; but to Lacedaemon for legislators, magistrates, and generals of armies; at Athens they learned to speak well: here to do well; there to disengage themselves from a sophistical argument, and to unravel the imposture of captious syllogisms; here to evade the baits and allurements of pleasure, and with a n.o.ble courage and resolution to conquer the menaces of fortune and death; those cudgelled their brains about words, these made it their business to inquire into things; there was an eternal babble of the tongue, here a continual exercise of the soul. And therefore it is nothing strange if, when Antipater demanded of them fifty children for hostages, they made answer, quite contrary to what we should do, that they would rather give him twice as many full-grown men, so much did they value the loss of their country's education. When Agesilaus courted Xenophon to send his children to Sparta to be bred, "it is not," said he, "there to learn logic or rhetoric, but to be instructed in the n.o.blest of all sciences, namely, the science to obey and to command."--[Plutarch, Life of Agesilaus, c. 7.]

It is very pleasant to see Socrates, after his manner, rallying Hippias, --[Plato's Dialogues: Hippias Major.]--who recounts to him what a world of money he has got, especially in certain little villages of Sicily, by teaching school, and that he made never a penny at Sparta: "What a sottish and stupid people," said Socrates, "are they, without sense or understanding, that make no account either of grammar or poetry, and only busy themselves in studying the genealogies and successions of their kings, the foundations, rises, and declensions of states, and such tales of a tub!" After which, having made Hippias from one step to another acknowledge the excellency of their form of public administration, and the felicity and virtue of their private life, he leaves him to guess at the conclusion he makes of the inutilities of his pedantic arts.

Examples have demonstrated to us that in military affairs, and all others of the like active nature, the study of sciences more softens and untempers the courages of men than it in any way fortifies and excites them. The most potent empire that at this day appears to be in the whole world is that of the Turks, a people equally inured to the estimation of arms and the contempt of letters. I find Rome was more valiant before she grew so learned. The most warlike nations at this time in being are the most rude and ignorant: the Scythians, the Parthians, Tamerlane, serve for sufficient proof of this. When the Goths overran Greece, the only thing that preserved all the libraries from the fire was, that some one possessed them with an opinion that they were to leave this kind of furniture entire to the enemy, as being most proper to divert them from the exercise of arms, and to fix them to a lazy and sedentary life.

When our King Charles VIII., almost without striking a blow, saw himself possessed of the kingdom of Naples and a considerable part of Tuscany, the n.o.bles about him attributed this unexpected facility of conquest to this, that the princes and n.o.bles of Italy, more studied to render themselves ingenious and learned, than vigorous and warlike.

ETEXT EDITOR'S BOOKMARKS:

A parrot would say as much as that Agesilaus, what he thought most proper for boys to learn?

But it is not enough that our education does not spoil us Conscience, which we pretend to be derived from nature Culling out of several books the sentences that best please me "Custom," replied Plato, "is no little thing"

Education Examine, who is better learned, than who is more learned Fear and distrust invite and draw on offence Fortune will still be mistress of events Fox, who found fault with what he could not obtain Fruits of public commotion are seldom enjoyed Gave them new and more plausible names for their excuse Give me time to recover my strength and health Great presumption to be so fond of one's own opinions Gross impostures of religions h.o.a.ry head and rivelled face of ancient usage Hold a stiff rein upon suspicion I have a great aversion from a novelty Knowledge is not so absolutely necessary as judgment Laws do what they can, when they cannot do what they would Man can never be wise but by his own wisdom Memories are full enough, but the judgment totally void Miracles appear to be so, according to our ignorance of nature Nothing n.o.ble can be performed without danger Only set the humours they would purge more violently in work Ought not to expect much either from his vigilance or power Ought to withdraw and retire his soul from the crowd Over-circ.u.mspect and wary prudence is a mortal enemy Physic Physician worse physicked Plays of children are not performed in play Present himself with a halter about his neck to the people Rome was more valiant before she grew so learned Study to declare what is justice, but never took care to do it.

Testimony of the truth from minds prepossessed by custom?

They neither instruct us to think well nor to do well Think of physic as much good or ill as any one would have me Use veils from us the true aspect of things Victorious envied the conquered We only labour to stuff the memory We take other men's knowledge and opinions upon trust Weakness and instability of a private and particular fancy What they ought to do when they come to be men Whosoever despises his own life, is always master Worse endure an ill-contrived robe than an ill-contrived mind

ESSAYS OF MICHEL DE MONTAIGNE

Translated by Charles Cotton

Edited by William Carew Hazlitt

1877

CONTENTS OF VOLUME 5.

XXV. Of the education of children.

XXVI. That it is folly to measure truth and error by our own capacity.

CHAPTER XXV