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this writing； but only to discover myself； who； also shall； peradventure；
be another thing to…morrow； if I chance to meet any new instruction to
change me。 I have no authority to be believed； neither do I desire it；
being too conscious of my own inerudition to be able to instruct others。
Some one； then； having seen the preceding chapter； the other day told me
at my house； that I should a little farther have extended my discourse on
the education of children。＇〃 Which； how fit I am to do； let my friends
flatter me if they please； I have in the meantime no such opinion of my
own talent； as to promise myself any very good success from my
endeavour。〃 This passage would appear to be an interpolation by Cotton。
At all events； I do not find it in the original editions before me； or in
Coste。＇
Now； madam； if I had any sufficiency in this subject； I could not
possibly better employ it； than to present my best instructions to the
little man that threatens you shortly with a happy birth （for you are too
generous to begin otherwise than with a male）； for； having had so great a
hand in the treaty of your marriage； I have a certain particular right
and interest in the greatness and prosperity of the issue that shall
spring from it； beside that； your having had the best of my services so
long in possession； sufficiently obliges me to desire the honour and
advantage of all wherein you shall be concerned。 But； in truth； all I
understand as to that particular is only this； that the greatest and most
important difficulty of human science is the education of children。 For
as in agriculture； the husbandry that is to precede planting； as also
planting itself； is certain； plain； and well known； but after that which
is planted comes to life； there is a great deal more to be done； more art
to be used； more care to be taken； and much more difficulty to cultivate
and bring it to perfection so it is with men； it is no hard matter to get
children； but after they are born； then begins the trouble； solicitude；
and care rightly to train； principle； and bring them up。 The symptoms of
their inclinations in that tender age are so obscure； and the promises so
uncertain and fallacious； that it is very hard to establish any solid
judgment or conjecture upon them。 Look at Cimon； for example； and
Themistocles； and a thousand others； who very much deceived the
expectation men had of them。 Cubs of bears and puppies readily discover
their natural inclination； but men； so soon as ever they are grownup；
applying themselves to certain habits； engaging themselves in certain
opinions； and conforming themselves to particular laws and customs；
easily alter； or at least disguise； their true and real disposition； and
yet it is hard to force the propension of nature。 Whence it comes to
pass； that for not having chosen the right course； we often take very
great pains； and consume a good part of our time m training up children
to things； for which； by their natural constitution； they are totally
unfit。 In this difficulty； nevertheless； I am clearly of opinion； that
they ought to be elemented in the best and most advantageous studies；
without taking too much notice of； or being too superstitious in those
light prognostics they give of themselves in their tender years； and to
which Plato； in his Republic； gives； methinks； too much authority。
Madam； science is a very great ornament； and a thing of marvellous use；
especially in persons raised to that degree of fortune in which you are。
And； in truth； in persons of mean and low condition； it cannot perform
its true and genuine office； being naturally more prompt to assist in the
conduct of war； in the government of peoples； in negotiating the leagues
and friendships of princes and foreign nations； than in forming a
syllogism in logic； in pleading a process in law； or in prescribing a
dose of pills in physic。 Wherefore； madam； believing you will not omit
this so necessary feature in the education of your children； who yourself
have tasted its sweetness； and are of a learned extraction （for we yet
have the writings of the ancient Counts of Foix； from whom my lord； your
husband； and yourself； are both of you descended； and Monsieur de
Candale； your uncle； every day obliges the world with others； which will
extend the knowledge of this quality in your family for so many
succeeding ages）； I will； upon this occasion； presume to acquaint your
ladyship with one particular fancy of my own； contrary to the common
method； which is all I am able to contribute to your service in this
affair。
The charge of the tutor you shall provide for your son； upon the choice
of whom depends the whole success of his education； has several other
great and considerable parts and duties required in so important a trust；
besides that of which I am about to speak： these； however； I shall not
mention； as being unable to add anything of moment to the common rules：
and in this； wherein I take upon me to advise； he may follow it so far
only as it shall appear advisable。
For a； boy of quality then； who pretends to letters not upon the account
of profit （for so mean an object is unworthy of the grace and favour
of the Muses； and moreover； in it a man directs his service to and
depends upon others）； nor so much for outward ornament； as for his own
proper and peculiar use； and to furnish and enrich himself within； having
rather a desire to come out an accomplished cavalier than a mere scholar
or learned man； for such a one； 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； ＇〃'Tete bien faite'； an expression created by
Montaigne； and which has remained a part of our language。〃Servan。＇
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。
Socrates； and since him Arcesilaus； made first their scholars speak； and
then they spoke to them ＇Diogenes Laertius； iv。 36。＇
〃Obest plerumque iis； qui discere volunt；
auctoritas eorum； qui docent。〃
＇〃The authority of those who teach； is very often an impediment to
those who desire to learn。〃Cicero； De Natura Deor。； i。 5。＇
It is good to make him； like a young horse； trot before him； that he may
judge of his going； and how much he is to abate of his own speed； to
accommodate himself to the vigour and capacity of the other。 For want of
which due proportion we spoil all； which also to know how to adjust； and
to keep within an exact and due measure； is one of the hardest things I
know； and 'tis the effect of a high and well…tempered soul； to know how
to condescend to such puerile motions and to govern and direct them。
I walk firmer and more secure up hill than down。
Such as； according to our common way of teaching； undertake； with one and
the same lesson； and the same measure of direction； to instruct several
boys of differing and unequal capacities； are infinitely mistaken； and
'tis no wonder； if in a whole multitude of scholars； there are not found
above two or three who bring away any good account of their time and
discipline。 Let the master not only examine him about the grammatical
construction of the bare words of his lesson； but about the sense and let
him judge of the profit he has made； not by the testimony of his memory；
but by that of his life。 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； taking
instruction of his progress by the pedagogic institutions of Plato。 '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。 Our minds work only upon trust； when bound and compelled to
follow the appetite of another's fancy； enslaved and captivated under the
authority of another's instruction； we have been so subjected to the
trammel； that we have no free； nor natural pace of our own； our own
vigour and liberty are extinct and gone：
〃Nunquam tutelae suae fiunt。〃
＇〃They are ever in wardship。〃Seneca； Ep。； 33。＇
I was privately carried at Pisa to see a very honest man； but so great an
Aristotelian； that his most usual thesis was： 〃That the touchstone and
square of all solid imagination； and of a