Summary
Montaigne reveals his deeply personal approach to reading and learning, admitting his terrible memory and impatient mind while turning these seeming weaknesses into strengths. He reads only for pleasure and self-knowledge, giving up on difficult passages rather than forcing comprehension. When he borrows ideas from great authors, he deliberately hides their names to test whether critics attack the ideas themselves or just the messenger. He prefers historians like Plutarch and Seneca who write in short, digestible pieces rather than long systematic works like Cicero, whose elaborate preparations bore him. Montaigne values books that reveal human nature and practical wisdom over academic exercises. He keeps notes on books he's read to compensate for his poor memory, creating honest assessments of authors and their usefulness. His reading preferences reflect his core philosophy: he seeks understanding of himself and how to live well, not scholarly reputation. This chapter matters because it models how to be an intelligent reader without pretending to be smarter than you are. Montaigne shows that admitting ignorance and reading selectively for personal growth is more valuable than trying to master everything. His approach offers a liberating alternative to academic pressure and intellectual posturing.
Coming Up in Chapter 68
From the gentle art of reading, Montaigne turns to examine one of humanity's darkest impulses. In 'Of Cruelty,' he explores why some people inflict unnecessary suffering and what our capacity for both cruelty and mercy reveals about human nature.
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An excerpt from the original text.(~500 words)
OF BOOKS I make no doubt but that I often happen to speak of things that are much better and more truly handled by those who are masters of the trade. You have here purely an essay of my natural parts, and not of those acquired: and whoever shall catch me tripping in ignorance, will not in any sort get the better of me; for I should be very unwilling to become responsible to another for my writings, who am not so to myself, nor satisfied with them. Whoever goes in quest of knowledge, let him fish for it where it is to be found; there is nothing I so little profess. These are fancies of my own, by which I do not pretend to discover things but to lay open myself; they may, peradventure, one day be known to me, or have formerly been, according as fortune has been able to bring me in place where they have been explained; but I have utterly forgotten it; and if I am a man of some reading, I am a man of no retention; so that I can promise no certainty, more than to make known to what point the knowledge I now have has risen. Therefore, let none lay stress upon the matter I write, but upon my method in writing it. Let them observe, in what I borrow, if I have known how to choose what is proper to raise or help the invention, which is always my own. For I make others say for me, not before but after me, what, either for want of language or want of sense, I cannot myself so well express. I do not number my borrowings, I weigh them; and had I designed to raise their value by number, I had made them twice as many; they are all, or within a very few, so famed and ancient authors, that they seem, methinks, themselves sufficiently to tell who they are, without giving me the trouble. In reasons, comparisons, and arguments, if I transplant any into my own soil, and confound them amongst my own, I purposely conceal the author, to awe the temerity of those precipitate censors who fall upon all sorts of writings, particularly the late ones, of men yet living; and in the vulgar tongue which puts every one into a capacity of criticising and which seem to convict the conception and design as vulgar also. I will have them give Plutarch a fillip on my nose, and rail against Seneca when they think they rail at me. I must shelter my own weakness under these great reputations. I shall love any one that can unplume me, that is, by clearness of understanding and judgment, and by the sole distinction of the force and beauty of the discourse. For I who, for want of memory, am at every turn at a loss to, pick them out of their national livery, am yet wise enough to know, by the measure of...
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Intelligence Amplifier™ Analysis
The Road of Authentic Learning
Admitting your limitations and learning preferences leads to more effective knowledge acquisition than trying to conform to external standards of how smart people should learn.
Why This Matters
Connect literature to life
This chapter teaches how to identify your actual strengths and limitations without shame, then build learning systems around your real capabilities rather than pretending to be someone else.
Practice This Today
This week, notice when you're forcing yourself through something that genuinely bores you versus when you lose track of time learning something that fascinates you—then deliberately choose more of the latter.
Now let's explore the literary elements.
Terms to Know
Essay
Montaigne invented this literary form - a personal attempt to explore ideas through writing, from the French 'essai' meaning 'to try.' Unlike formal treatises, essays are exploratory and admit uncertainty.
Modern Usage:
We still use essays today in school and journalism to work through ideas rather than present final answers.
Natural parts vs. Acquired knowledge
The difference between innate intelligence and book learning. Montaigne values his natural thinking ability over formal education or memorized facts.
Modern Usage:
This is like street smarts versus book smarts - both have value but serve different purposes.
Retention
The ability to remember what you've read or learned. Montaigne admits he has terrible retention but argues this forces him to think for himself.
Modern Usage:
In our Google age, we debate whether memorizing facts matters when information is instantly available.
Method in writing
Montaigne's approach to thinking through problems on paper. He cares more about how he thinks than what conclusions he reaches.
Modern Usage:
This is like showing your work in math - the process matters more than getting the 'right' answer.
Invention
In Renaissance terms, the creative discovery of ideas and arguments. Montaigne borrows from others but makes the thinking his own.
Modern Usage:
Like remixing music or adapting recipes - taking existing elements and making something new from them.
Plutarch
Ancient Greek historian who wrote short biographical sketches of famous people. Montaigne loved his accessible style and practical wisdom.
Modern Usage:
Think of him as the original 'People' magazine writer - making history personal and relatable.
Characters in This Chapter
Montaigne
Self-reflective narrator
He's brutally honest about his limitations as a reader and thinker. He admits forgetting what he reads but turns this weakness into a strength by focusing on personal growth rather than showing off knowledge.
Modern Equivalent:
The honest friend who admits they don't know everything but shares what they've learned
Cicero
Academic foil
Represents the type of elaborate, systematic writer that bores Montaigne. His long preparations and formal style contrast with Montaigne's preference for direct, practical wisdom.
Modern Equivalent:
The professor who takes forever to get to the point
Seneca
Preferred author
A Roman philosopher whose short, practical writings appeal to Montaigne's impatient mind. Represents the kind of author who gets straight to useful insights.
Modern Equivalent:
The self-help author who gives you actionable advice in bite-sized pieces
Key Quotes & Analysis
"These are fancies of my own, by which I do not pretend to discover things but to lay open myself"
Context: He's explaining that his essays aren't meant to teach universal truths but to reveal his own thinking process
This quote captures Montaigne's revolutionary approach - he's not trying to be an authority but to model honest self-examination. It's liberating because it removes the pressure to have all the answers.
In Today's Words:
I'm not trying to solve everything for everyone - I'm just figuring myself out in public
"Let them observe, in what I borrow, if I have known how to choose what is proper to raise or help the invention, which is always my own"
Context: He's defending his practice of borrowing ideas from other authors without always crediting them
Montaigne argues that good thinking involves knowing what to borrow and how to use it. The creativity lies in selection and application, not in creating everything from scratch.
In Today's Words:
Judge me on how well I pick and use other people's ideas, not on whether I came up with everything myself
"I am a man of some reading, I am a man of no retention"
Context: He's admitting his poor memory while explaining why this actually helps his thinking
This honest admission turns a weakness into strength. By forgetting details, Montaigne focuses on what truly matters and thinks more independently. It's permission to be imperfect.
In Today's Words:
I read a lot but forget most of it - and that's actually okay
Thematic Threads
Identity
In This Chapter
Montaigne constructs his intellectual identity around honesty about his limitations rather than pretending to scholarly perfection
Development
Builds on earlier themes of self-acceptance, now applied specifically to learning and intellectual growth
In Your Life:
You might recognize this when you feel pressure to appear smarter than you are in meetings or conversations
Class
In This Chapter
He challenges aristocratic expectations of classical education by reading selectively and admitting ignorance
Development
Continues his pattern of rejecting upper-class performance standards in favor of practical wisdom
In Your Life:
You see this when educational or professional expectations don't match how you actually learn best
Social Expectations
In This Chapter
Montaigne deliberately hides prestigious sources to test whether people judge ideas or just name-dropping
Development
Extends his critique of social performance into intellectual discourse and authority
In Your Life:
You encounter this when people dismiss your ideas until they learn you got them from a respected source
Personal Growth
In This Chapter
He develops systems that work with his natural tendencies rather than fighting against them
Development
Shows maturation from earlier self-criticism into practical self-management strategies
In Your Life:
You experience this when you finally stop fighting your learning style and start working with it
Human Relationships
In This Chapter
His relationship with books and authors becomes a model for honest engagement versus performative respect
Development
Applies his principles of authentic relationship to intellectual mentorship and influence
In Your Life:
You see this in how you engage with teachers, mentors, or experts—seeking genuine understanding versus impressing them
You now have the context. Time to form your own thoughts.
Discussion Questions
- 1
Montaigne admits he has a terrible memory and gets impatient with difficult books. How does he turn these 'weaknesses' into a learning system that works for him?
analysis • surface - 2
Why does Montaigne hide the names of authors when he quotes them? What does this reveal about how people judge ideas?
analysis • medium - 3
Think about your own learning experiences. Where have you seen someone learn faster by admitting what they don't know rather than pretending to understand?
application • medium - 4
Montaigne chooses books that engage him over books he 'should' read. How might this principle apply to other areas of life - career choices, relationships, or personal development?
application • deep - 5
What does Montaigne's approach suggest about the difference between performing intelligence and actually being intelligent?
reflection • deep
Critical Thinking Exercise
Design Your Learning System
Montaigne created a learning system that worked with his limitations, not against them. Map out your own honest learning profile: What genuinely interests you versus what bores you? Where do you struggle and what tools could help? Design a personal learning approach that embraces your authentic strengths and compensates for your real weaknesses.
Consider:
- •Be brutally honest about what actually engages you versus what you think should engage you
- •Consider how your best learning moments happened - were you forcing it or following genuine curiosity?
- •Think about tools and systems that could support your natural learning style rather than fighting it
Journaling Prompt
Write about a time when you learned something important by following your genuine interest rather than doing what you thought you should do. What made that learning stick?
Coming Up Next...
Chapter 68: The Limits of Human Reason and Knowledge
What lies ahead teaches us to recognize the fundamental limitations of human understanding and judgment, and shows us intellectual humility is more valuable than claims of certainty. These patterns appear in literature and life alike.