Michel Eyquem de Montaigne, our author, as the foregoing date will have suggested, derived his most familiar name from the place at which he was born and at which he lived. Readers are not to take too literally Montaigne's notice of his dispensing with "borrowed beauties." He was, in fact, a famous borrower. He himself warns his readers to be careful how they criticise him; they may be flouting unawares Seneca, Plutarch, or some other, equally redoubtable, of the reverend ancients. Montaigne is perhaps as signal an example as any in literature of the man of genius exercising his prescriptive right to help himself to his own wherever he may happen to find it. But Montaigne has in turn been freely borrowed from. Bacon borrowed from him, Shakespeare borrowed from him, Dryden, Pope, Hume, Burke, Byron--these, with many more, in England; and, in France, Pascal, La Rochefoucauld, Voltaire, Rousseau--directly or indirectly, almost every writer since his day. No modern writer, perhaps, has gone in solution into subsequent literature more widely than Montaigne. But no writer remains more solidly and insolubly entire. We go at once to chapter twenty-five of the first book of the "Essays," entitled, in the English translation, "On the Education of Children." The translation we use henceforth throughout is the classic one of Charles Cotton, in a text of it edited by Mr. William Carew Hazlitt. The "preface," already given, Cotton omitted to translate. We have allowed Mr. Hazlitt to supply the deficiency. Montaigne addresses his educational views to a countess. Several others of his essays are similarly inscribed to women. Mr. Emerson's excuse of Montaigne for his coarseness--that he wrote for a generation in which women were not expected to be readers--is thus seen to be curiously impertinent to the actual case that existed. Of a far worse fault in Montaigne than his coarseness--we mean his outright immorality--Mr. Emerson makes no mention, and for it, therefore, provides no excuse. We shall ourselves, in due time, deal more openly 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.