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f that great household which comprehends them all。
If the people in general have a principle； their constituent parts； that is； the several families； will have one also。 The laws of education will be therefore different in each species of government： in monarchies they will have honour for their object； in republics； virtue； in despotic governments； fear。
2。 Of Education in Monarchies。 In monarchies the principal branch of education is not taught in colleges or academies。 It commences； in some measure； at our setting out in the world； for this is the school of what we call honour； that universal preceptor which ought everywhere to be our guide。
Here it is that we constantly hear three rules or maxims； viz。； that we should have a certain nobleness in our virtues； a kind of frankness in our morals； and a particular politeness in our behaviour。
The virtues we are here taught are less what we owe to others than to ourselves； they are not so much what draws us towards society； as what distinguishes us from our fellow…citizens。 Here the actions of men are judged； not as virtuous； but as shining； not as just； but as great； not as reasonable； but as extraordinary。 When honour here meets with anything noble in our actions； it is either a judge that approves them； or sophist by whom they are excused。
It allows of gallantry when united with the idea of sensible affection； or with that of conquest； this is the reason why we never meet with so strict a purity of morals in monarchies as in republican governments。
It allows of cunning and craft； when joined with the notion of greatness of soul or importance of affairs； as； for instance； in politics； with finesses of which it is far from being offended。
It does not forbid adulation； save when separated from the idea of a large fortune； and connected only with the sense of our mean condition。
With regard to morals； I have observed that the education of monarchies ought to admit of a certain frankness and open carriage。 Truth； therefore； in conversation is here a necessary point。 But is it for the sake of truth？ By no means。 Truth is requisite only because a person habituated to veracity has an air of boldness and freedom。 And indeed a man of this stamp seems to lay a stress only on the things themselves； not on the manner in which they are received。
Hence it is that in proportion as this kind of frankness is commended； that of the common people is despised； which has nothing but truth and simplicity for its object。
In fine； the education of monarchies requires a certain politeness of behaviour。 Man； a sociable animal； is formed to please in society； and a person that would break through the rules of decency； so as to shock those he conversed with； would lose the public esteem； and become incapable of doing any good。
But politeness； generally speaking； does not derive its origin from so pure a source。 It arises from a desire of distinguishing ourselves。 It is pride that renders us polite； we are flattered with being taken notice of for behaviour that shows we are not of a mean condition； and that we have not been bred with those who in all ages are considered the scum of the people。
Politeness； in monarchies； is naturalised at court。 One man excessively great renders everybody else little。 Hence that regard which is paid to our fellow…subjects； hence that politeness； equally pleasing to those by whom； as to those towards whom； it is practised； because it gives people to understand that a person actually belongs； or at least deserves to belong； to the court。
A courtly air consists in quitting a real for a borrowed greatness。 The latter pleases the courtier more than the former。 It inspires him with a certain disdainful modesty； which shows itself externally； but whose pride insensibly diminishes in proportion to its distance from the source of this greatness。
At court we find a delicacy of taste in everything a delicacy arising from the constant use of the superfluities of life； from the variety； and especially the satiety； of pleasures； from the multiplicity and even confusion of fancies； which； if they are but agreeable； are sure of being well received。
These are the things which properly fall within the province of education； in order to form what we call a man of honour； a man possessed of all the qualities and virtues requisite in this kind of government。
Here it is that honour interferes with everything； mixing even with people's manner of thinking； and directing their very principles。
To this whimsical honour it is owing that the virtues are only just what it pleases； it adds rules of its own invention to everything prescribed to us； it extends or limits our duties according to its own fancy； whether they proceed from religion； politics； or morality。
There is nothing so strongly inculcated in monarchies； by the laws； by religion and honour； as submission to the prince's will； but this very honour tells us that the prince never ought to command a dishonourable action； because this would render us incapable of serving him。
Crillon refused to assassinate the Duke of Guise； but offered to fight him。 After the massacre of St。 Bartholomew； Charles IX； having sent orders to the governors in the several provinces for the Huguenots to be murdered； Viscount Dorte； who commanded at Bayonne； wrote thus to the king：＇1＇ 〃Sire； among the inhabitants of this town； and your majesty's troops； I could not find so much as one executioner； they are honest citizens and brave soldiers。 We jointly； therefore； beseech your majesty to command our arms and lives in things that are practicable。〃 This great and generous soul looked upon a base action as a thing impossible。
There is nothing that honour more strongly recommends to the nobility than to serve their prince in a military capacity。 And； indeed； this is their favourite profession； because its dangers； its success； and even its miscarriages are the road to grandeur。 Yet this very law of its own making honour chooses to explain： and in case of any affront； it requires or permits us to retire。
It insists also that we should be at liberty either to seek or to reject employments； a liberty which it prefers even to an ample fortune。
Honour therefore has its supreme laws； to which education is obliged to conform。＇2＇ The chief of these are that we are permitted to set a value upon our fortune； but are absolutely forbidden to set any upon our lives。
The second is that； when we are raised to a post or preferment； we should never do or permit anything which may seem to imply that we look upon ourselves as inferior to the rank we hold。
The third is that those things which honour forbids are more rigorously forbidden； when the laws do not concur in the prohibition； and those it commands are more strongly insisted upon； when they happen not to be commanded by law。
3。 Of Education in a Despotic Government。 As education in monarchies tends to raise and ennoble the mind； in despotic governments its only aim is to debase it。 Here it must necessarily be servile； even in power such an education will be an advantage； because every tyrant is at the same time a slave。
Excessive obedience supposes ignorance in the person that obeys： the same it supposes in him that commands； for he has no occasion to deliberate； to doubt； to reason； he has only to will。
In despotic states； each house is a separate government。 As education； therefore； consists chieflv in social converse； it must be here very much limited； all it does is to strike the heart with fear； and to imprint on the understanding a very simple notion of a few principles of religion。 Learning here proves dangerous； emulation fatal； and as to virtue； Aristotle＇3＇ cannot think that there is any one virtue belonging to slaves； if so； education in despotic countries is confined within a very narrow compass。
Here； therefore； education is in some measure needless： to give something； one must take away everything； and begin with making a bad subject in order to make a good slave。
For why should education take pains in forming a good citizen； only to make him share in the public misery？ If he loves his country； he will strive to relax the springs of government； if he miscarries he will be undone； if he succeeds； he must expose himself； the prince； and his country to ruin。
4。 Difference between the Effects of Ancient and Modern Education。 Most of the ancients lived under governments that had virtue for their principle； and when this was in full vigour they performed actions unusual in our times； and at which our narrow minds are astonished。
Another advantage their education possessed over ours was that it never could be effaced by contrary impressions。 Epaminondas； the last year of his life； said； heard； beheld； and performed the very same things as at the age in which he received the first principles of his education。
In our days we receive three different or contrary educations； namely； of our parents； of our masters； and of the world。 What we learn in the latter effaces all the ideas of the former。 This； in some measure； arises from the contrast we experience between our religious and worldly engagements； a thing unknown to the ancients。
5。 Of Edu