116. Studies Recommended.—The practical and utilitarian mind of Montaigne dictates to him his programme of studies. With him it is not a question of plunging into the depths of the sciences; disinterested studies are not his affair. If Rabelais proposed to develop the speculative faculties, Montaigne, on the contrary, is preoccupied with the practical faculties, and he makes everything subordinate to morals. For example, he would have history learned, not for the sake of knowing the facts, but of appreciating them. It is not so necessary to imprint in the memory of the child “the date of the fall of Carthage as the character of Hannibal and Scipio, nor so much where Marcellus died as why it was unworthy of his duty that he died there.”[84]
And so in philosophy, it is not the general knowledge of man and nature that Montaigne esteems and recommends; but only those parts that have a direct bearing on morals and active life.
“It is a pity that matters should be at such a pass as they are in our time, that philosophy, even with people of understanding, should be looked upon as a vain and fanciful name, a thing of no use and no value, either for opinion or for action. I think that it is the love of quibbling that has caused things to take this turn.... Philosophy is that which teaches us to live.”[85]
117. Educational Methods.—An education purely bookish is not to Montaigne’s taste. He counts less upon books than upon experience and mingling with men; upon the observation of things, and upon the natural suggestions of the mind:
“For learning to judge well and speak well, whatever presents itself to our eyes serves as a sufficient book. The knavery of a page, the blunder of a servant, a table witticism,—all such things are so many new things to think about. And for this purpose conversation with men is wonderfully helpful, and so is a visit to foreign lands ... to bring back the customs of those nations, and their manners, and to whet and sharpen our wits by rubbing them upon those of others.”
“ ... The lesson will be given, sometimes by conversation, sometimes by book.... Let the child examine every man’s talent, a peasant, a mason, a passer-by. Put into his head an honest curiosity in everything. Let him observe whatever is curious in his surroundings,—a fine house, a delicate fountain, an eminent man, the scene of an ancient battle, the routes of Cæsar, or of Charlemagne....”[85]
Things should precede words. On this point Montaigne anticipates Comenius, Rousseau, and all modern educators.