All Thinkers

Michel de Montaigne

Michel de Montaigne was a French nobleman and writer who invented the modern essay. He was born in 1533 at the Château de Montaigne in southwest France, near Bordeaux. His family had grown rich through the wine trade and bought their way into the minor nobility. His father had odd ideas about education. He sent the infant Michel to live with peasants for the first three years of his life, so the boy would understand ordinary people. Then he had Latin tutors speak to Michel only in Latin, so the boy grew up speaking Latin as fluently as French. The unusual education shaped him. Montaigne studied law and worked for thirteen years as a magistrate in the Bordeaux high court. He served twice as mayor of Bordeaux. He lived through the French Wars of Religion, a long, brutal series of civil conflicts between Catholics and Protestants that killed thousands and produced famous atrocities like the 1572 Saint Bartholomew's Day Massacre. The wars shaped his thinking about cruelty, fanaticism, and the limits of human reason. In 1571, aged 38, he retired from public life. He moved to a tower in his château, lined the walls with about a thousand books, and began to write. He called what he wrote 'essais', from the French essayer, meaning 'to try' or 'to test'. They were attempts to think on the page, not finished arguments. He published the first edition of his Essays in 1580 and kept revising and expanding them until his death in 1592. He never quite finished. The book has been read by every educated person in the West for over four hundred years.

Origin
France
Lifespan
1533-1592
Era
French Renaissance / 16th century
Subjects
Renaissance French Literature Skepticism Essay Form Moral Philosophy
Why They Matter

Montaigne matters for three reasons. First, he invented the essay as a literary form. Earlier writers had written treatises, dialogues, letters, and aphorisms. Nobody had written quite what Montaigne wrote: short, personal, exploratory pieces that worked through a question by association rather than systematic argument. The form has lasted. Every modern essay, from George Orwell to Joan Didion to Zadie Smith, owes a debt to him.

Second, he placed the ordinary self at the centre of serious writing. He thought he could understand humanity by carefully examining one human, himself. He wrote about his diet, his bowels, his moods, his fears, his sex life, his memory, his books, his cat, his dying friends. He was honest about his weakness and inconsistency. The result was a new way of writing about being human: from the inside, in the first person, without pretending to be wiser than one was. Modern autobiography, memoir, and personal writing all descend from this experiment.

Third, he was a wise sceptic in a violent and certain age. His country was tearing itself apart over religious differences. People were burning each other for being on the wrong side. Montaigne kept asking how anyone could be so sure of what they believed that they would kill for it. His scepticism was not just intellectual; it was moral. He thought confidence in one's own rightness was the most dangerous thing humans were capable of. The lesson still matters.

Key Ideas
1
What Is an Essay?
2
What Do I Know?
3
The Tower of Books
Key Quotations
"What do I know?"
— Essays, Book 2, Chapter 12, 'Apology for Raymond Sebond', c. 1580
This three-word question (in French, 'Que sais-je?') is Montaigne's most famous line. He had it engraved on a personal medallion. He used it as a tool against false certainty. Most people, he thought, hold many beliefs they have never examined. They are sure of things they have only heard, not tested. The question 'What do I know?' is meant to slow this down. Asking it forces you to look at your own confidence and see what is actually behind it. The question is not a counsel of despair. Montaigne was not saying 'know nothing'. He was saying: hold your beliefs at the strength they actually deserve, not stronger. For students, the line is one of the most useful intellectual tools available. Try it on any strong opinion you hold. The answer is often: less than I thought.
"My life has been full of terrible misfortunes, most of which never happened."
— Widely attributed to Montaigne; close to several passages in the Essays, but the exact wording above may be a later popular paraphrase
This famous line, often quoted as Montaigne's, captures something he wrote about repeatedly across the Essays. He noticed that most of his suffering came not from things that actually happened but from things he had feared or imagined. Worry about what might go wrong took more out of him than what actually went wrong. The exact wording above appears in modern English collections; it may be a popular paraphrase rather than a direct translation of any single line. The thought is unmistakably his. Modern psychology has confirmed what Montaigne saw. Most of our anxiety is about hypothetical events that mostly do not occur. Knowing this does not banish worry, but it can help us treat it with less weight. For students, the line is a useful prompt. The next time you are anxious about something in the future, ask: how often have my fears actually come true?
Using This Thinker in the Classroom
Creative Expression When teaching students about the essay form
How to introduce
Tell students that the essay was invented by one writer in the 1570s, and that his name was Montaigne. Show them a short essay or extract. Note that it does not follow the pattern of the modern five-paragraph school essay. It wanders. It uses personal experience. It quotes old books. It admits uncertainty. The original essay was a personal exploration, not a thesis defence. Discuss with students: how does this compare with the essays they have to write for school? What gets gained and lost when an essay becomes more formal? The point is to widen students' sense of what an essay can be. Montaigne's looser, more personal form is still alive in modern essay writing, from Orwell to Didion to many writers today.
Critical Thinking When teaching students to question their own beliefs
How to introduce
Use Montaigne's three-word question: 'What do I know?' Ask students to pick a strong opinion they hold, ideally on something they care about, and apply the question. Where did this opinion come from? What is the actual evidence behind it? Have they ever seriously considered the opposite? Most students will find that some of their opinions are well-founded and others are inherited beliefs they have never examined. The exercise is humbling, in a useful way. Montaigne thought most human conflict came from people holding strong opinions they had never tested. The skill of testing your own opinions is one of the most useful you can develop. It does not make you indecisive. It makes your decisions more honest.
Emotional Intelligence When teaching students about worry and imagined fears
How to introduce
Read students the line about most misfortunes never happening. Discuss what Montaigne meant. Most of our anxiety is about possible future events, most of which do not actually occur. Looking back, students may find this is true of their own lives: they worried hard about things that turned out fine. Modern psychology supports this. Asking 'is this really likely to happen?' or 'have past worries usually come true?' can help reduce unnecessary suffering. The lesson does not eliminate worry; some worry is appropriate and useful. But noticing the gap between feared and actual outcomes is part of emotional self-knowledge. Montaigne pointed at this clearly four hundred years before modern therapy.
Further Reading

For a first introduction, Sarah Bakewell's How to Live: A Life of Montaigne (2010) is an excellent, accessible biography organised as twenty answers to the question of how to live. M. A. Screech's Penguin Classics translation of the Complete Essays (1991) is the standard accessible English version. For a quick taste, the Penguin edition of selected essays is shorter and easier to start with. The Stanford Encyclopedia of Philosophy entry on Montaigne is a solid free starting point.

Key Ideas
1
Writing About Yourself Honestly
2
On Cannibals: Looking at Yourself Through Another's Eyes
3
Thinking About Death
Key Quotations
"Each man calls barbarism whatever is not his own practice."
— Essays, Book 1, Chapter 31, 'Of Cannibals', c. 1580
This line comes from Montaigne's essay on the Brazilian indigenous peoples whose practices European travellers had described as savage. Montaigne points out that 'barbaric' is not a fixed property of certain customs. It is a label people apply to practices unlike their own. Different cultures call each other barbaric all the time, often for the same kinds of reasons. To call something barbaric is to mark how unfamiliar it is, not how cruel it is. By Montaigne's measure, European Christians of the time, who were torturing each other in religious wars, were no more 'civilised' than the peoples they called savages. The line is one of the earliest in European literature to question this kind of cultural self-importance. For students, it is a useful lesson. Be cautious about words like 'barbaric', 'primitive', or 'backwards'. They often say more about the speaker's culture than the one being described.
"The greatest thing in the world is to know how to belong to oneself."
— Essays, Book 1, Chapter 39, 'Of Solitude', c. 1580
This line captures Montaigne's view of what mature personal life requires. He had spent years in public service: as a magistrate, as a courtier, as mayor. He had seen many people lose themselves in their roles, their reputations, their constant chasing after attention or approval. Montaigne thought a person needed to know how to be alone with themselves and find that company sufficient. The skill was not natural; it had to be learned. His years in the tower were partly an exercise in this. He was teaching himself to belong to himself, not to the constant outward pressures of court and public life. For students, the line is a useful corrective in an age of endless social media. The capacity to be alone with one's own thoughts, without becoming bored or lonely, is increasingly rare. Montaigne thought it was one of the most valuable things a person could develop.
Using This Thinker in the Classroom
Ethical Thinking When teaching students about cultural humility
How to introduce
Read students Montaigne's line about each people calling barbarism whatever is not their own practice. Discuss the essay 'Of Cannibals'. Montaigne pointed out that European Christians, who were torturing each other in religious wars, were calling foreign peoples 'savages' for less brutal customs. The lesson generalises. When we call something 'backwards', 'primitive', or 'barbaric', we are usually saying more about ourselves than about what we are describing. Discuss with students: what customs of other places do they instinctively dismiss? What customs of their own might look strange from outside? The exercise is not relativism. Some practices really are more cruel than others. But the discipline of looking at one's own culture from outside is essential moral preparation.
Creative Expression When teaching students how to write honestly about themselves
How to introduce
Show students passages from Montaigne where he writes about his weaknesses, contradictions, and small embarrassments. Discuss what makes this kind of writing powerful. Most people writing about themselves try to seem better, smarter, or more consistent than they actually are. The result is dull and unconvincing. Montaigne goes the other way. He admits to laziness, vanity, bad memory, and intellectual confusion. The honesty makes him real, and the realness makes him interesting. For students working on personal writing, this is a hard but useful lesson. The brave move is usually to put the embarrassing details in, not leave them out. Honest self-portraits last; flattering ones disappear.
Further Reading

For deeper reading, Donald Frame's biography Montaigne: A Biography (1965) remains useful and is more historically detailed than Bakewell's. Frame's translation of the Essays (Stanford, 1957) is also standard. Hugo Friedrich's Montaigne (1949 in German, English translation 1991) is a major scholarly study. For the historical context, Mack Holt's The French Wars of Religion 1562-1629 (revised edition 2005) is essential background. Phillipe Desan's edited The Oxford Handbook of Montaigne (2016) is comprehensive.

Key Ideas
1
The Apology for Raymond Sebond
2
Living Through the Wars of Religion
3
The Three Layers of the Essays
Key Quotations
"There is no more striking sign of imperfection in our judgement than to see it value certain things and not others, on the basis of qualities they share. There is nothing so universally agreed upon as that we should hate vice, yet not even saints attack it without certain reservations."
— Essays, paraphrased from passages on judgement and inconsistency, Book 2, c. 1580
Montaigne returned often to the inconsistency of human judgement. We say we hate cruelty, then we excuse it in our own side. We say we love truth, then we tell ourselves comforting lies. We claim consistent values, then we contradict ourselves the moment our own interests are at stake. The exact wording in the version above is a paraphrase from passages across the Essays; Montaigne made the point in many forms. He was not despairing of human goodness; he was insisting that we look honestly at ourselves before we lecture others. People who notice their own inconsistency are less likely to do harm in the name of their values. For advanced students, this is a hard but important point. Most of the worst harms humans do come from people who are very sure they are doing right. Montaigne's discipline of self-suspicion is one antidote.
"A man should always have his boots on, and be ready to leave."
— Essays, Book 1, Chapter 20, 'That to Philosophise Is to Learn to Die', c. 1580
This line comes from Montaigne's earliest essay on death, written when he was still strongly influenced by Stoic philosophy. The point is that a wise person should live ready to leave at any time, because death may come at any moment. Later in his life Montaigne softened this view; he came to think that constant rehearsal of death was its own kind of harm. But the line still stands as a way of thinking about life. Things end. Plans get interrupted. Whether by death or by other surprises, we never fully control how long our current arrangement will last. Living with this knowledge calmly, without either denial or panic, is a serious skill. For advanced students, the line is a useful prompt. What would you do today if you knew this evening was the end? Most of the answers reveal something about how you are actually living. Montaigne kept asking himself the question. The Essays are partly the record of his answers.
Using This Thinker in the Classroom
Research Skills When teaching students about reading widely and connecting ideas
How to introduce
Show students how Montaigne worked. He had a tower full of about a thousand books. He read constantly, especially the ancient Greek and Roman writers. He took notes. When he wrote, he drew on dozens of sources, weaving them together with his own observations. He often quoted in Latin and Greek. The result was a style of thinking that was both deeply personal and richly informed. Discuss with students: how does this compare with research today? Modern students often consult only the first few results from a quick search. Montaigne's method was slower, deeper, and more connected. The skills of building a personal library, taking serious notes, and drawing on many sources to think about a problem are still useful, even in a digital age. They take time, and they pay off.
Ethical Thinking When teaching students about reading thinkers in their historical context
How to introduce
Tell students about the French Wars of Religion. For thirty-six years, French Catholics and Protestants killed each other in civil wars. Tens of thousands of Protestants were massacred in 1572 alone. Montaigne lived through the whole period. The Essays were written in this setting. His scepticism, his hatred of cruelty, and his question 'What do I know?' all came from watching people kill each other over differences in religious doctrine. Reading Montaigne without knowing the wars makes him sound like a comfortable academic. Reading him in context shows him as a thoughtful man responding to a very specific horror. The lesson generalises. Most serious thinkers were responding to specific situations of their time. Knowing the situation deepens the reading.
Common Misconceptions
Common misconception

Montaigne was a comfortable retired gentleman writing about pleasant topics.

What to teach instead

He was not. He lived through the French Wars of Religion, a generation of civil conflict that killed perhaps three million people. He saw massacres, sieges, and atrocities at first hand. His own house was attacked at one point. He served as a moderate Catholic intermediary between the warring sides. The calm, conversational tone of the Essays should not mislead. Montaigne was writing in the middle of a national catastrophe. His scepticism, his hatred of cruelty, and his constant questioning of human certainty all grew out of watching people kill each other over religious differences. Reading him as a peaceful retiree misses the moral seriousness underneath the easy style.

Common misconception

Montaigne's scepticism means he believed nothing.

What to teach instead

It does not. He was sceptical about human capacity for certain knowledge, especially about metaphysics, religion, and the customs of foreign peoples. He thought we held many of our strongest beliefs on weak evidence. But he was not a flat sceptic about everything. He believed in friendship, kindness, and moderation. He believed in the value of careful self-examination. He held strong moral views, especially against cruelty. His scepticism was a tool, not a position. He used it to slow down false confidence, not to abandon all judgement. Reading him as someone who thought everything was equally uncertain misses the careful, partial structure of his actual scepticism.

Common misconception

The Essays is a finished, polished book.

What to teach instead

It is not, and Montaigne did not want it to be. He kept revising it for over twenty years. Modern editions show three layers of text: the original 1580 version, the expanded 1588 version, and further additions Montaigne made to his own copy before he died in 1592. He added new examples, changed his mind, and contradicted his earlier self in print. The book grew rather than being finished. This was deliberate. Montaigne thought human beings were processes, not finished products, and a book that recorded human thought honestly should also change over time. Reading the Essays as a polished completed work misses this dynamic quality. The best modern editions, like the one by André Tournon or the Pléiade, preserve the layers.

Common misconception

Montaigne's praise of Brazilian indigenous peoples shows he had escaped European prejudice.

What to teach instead

His essay 'Of Cannibals' was a remarkable attack on European arrogance and a serious attempt to take indigenous customs seriously. But Montaigne had never been to Brazil. His information came from second-hand accounts, including a brief conversation with three Tupinambá people brought to Rouen. He sometimes idealised indigenous peoples in ways that did not reflect their actual lives, treating them more as symbols of natural virtue than as real people. The basic move, of using foreign customs to question European confidence, was important and influential. The specific accuracy of his picture was limited. This is a useful case in the history of how Europeans have written about non-European peoples: even sympathetic writers have often dealt in stereotypes, just kinder ones.

Intellectual Connections
Develops
Cicero
Montaigne read Cicero constantly and quoted him throughout the Essays. From Cicero he took the idea that philosophy was a way of life, not just an academic subject, and that thinking about death well was central to thinking about how to live. Cicero's Latin prose also shaped Montaigne's sense of what good writing sounded like, even though Montaigne wrote in French. Reading them together shows the deep continuity of European writing about how to live well, from ancient Rome through Renaissance France. Montaigne was a careful reader of Cicero who developed Cicero's ideas in new and personal directions.
In Dialogue With
Niccolò Machiavelli
Machiavelli and Montaigne were both Renaissance writers who watched their countries torn apart by political and religious conflict, and both responded by thinking hard about real human behaviour rather than ideal pictures of it. Machiavelli, fifty years older and Italian, focused on the realities of political power. Montaigne, French, focused on the realities of personal moral life and the limits of human knowledge. Reading them together gives students two different Renaissance responses to the same kind of world: violent, uncertain, and resistant to the comforting old frameworks. Both refused easy answers. Both have lasted because of it.
Anticipates
Blaise Pascal
Pascal read Montaigne carefully, was deeply influenced by him, and also struggled against him. From Montaigne, Pascal learned to write in short, sharp pieces about the human condition. Like Montaigne, Pascal wrote about the misery and greatness of being human, the dangers of distraction, and the limits of reason. But Pascal could not accept Montaigne's calm scepticism. He thought scepticism without faith led to despair. The Pensées are partly Pascal's attempt to take Montaigne's diagnosis of human weakness seriously while reaching different conclusions. Reading them together shows the long French tradition of short, sharp moral writing, and the serious arguments within it about what to do once we have admitted human limits.
Anticipates
Virginia Woolf
Woolf wrote one of the most influential modern essays about Montaigne. She admired his refusal to pretend to certainty, his honesty about ordinary life, and his willingness to make his own mind the subject of his writing. Her own essays, especially the personal ones, owe a clear debt to him. Both took the inner life of one person seriously as a literary subject. Both wrote in a style that wandered, paused, and changed direction in pursuit of honesty. Reading them together shows the long tradition of personal essay writing that runs from Montaigne through to modern practitioners, and the continuity of a literary form that prizes self-examination and stylistic openness.
Complements
Confucius
Confucius and Montaigne worked in very different traditions, two thousand years apart, but they share a deep concern with how to live well in a violent and uncertain world. Both treated practical wisdom about everyday life as more important than grand metaphysical systems. Both thought self-examination was essential to becoming a better person. Both wrote in short, accessible forms, the Analects being a collection of short sayings and dialogues, the Essays being short personal pieces. Reading them together helps students see that the project of writing wisely about ordinary moral life is older and more international than European literature alone.
Complements
Marcus Aurelius
Marcus Aurelius's Meditations and Montaigne's Essays are two of the most important examples of self-examination in writing. Marcus, a Roman emperor, wrote private notes to himself. Montaigne, a French magistrate, wrote essays meant for publication. Both used writing as a tool for self-knowledge and self-improvement. Both drew heavily on earlier philosophy, Marcus on Stoicism, Montaigne on Stoicism, scepticism, and Epicureanism. Both wrote calmly while their worlds were in serious trouble: Marcus during plague and frontier wars, Montaigne during civil and religious war. Reading them together shows how writing about oneself honestly has been a serious moral discipline across very different eras.
Further Reading

For research-level engagement, the Pléiade edition of Montaigne's Œuvres complètes is the standard French scholarly text. André Tournon's annotated French edition is influential and shows the layers of revision. Géralde Nakam's Montaigne et son temps (1982) treats his historical and political setting in depth. Phillipe Desan's Montaigne: A Life (2017, English translation 2017) is a major recent scholarly biography. The journal Montaigne Studies regularly publishes new work. For the Apology for Raymond Sebond specifically, the older debate between sceptical and fideist readings is summarised in Ann Hartle's Michel de Montaigne: Accidental Philosopher (2003).