There are two key educational writings in Montaigne's Essays: "Of Pedantry" and "Of the Education of Children." Whereas the one is to accuse against the learning by memory of his time as a pouring-in process, the other is to propose a reforming system of education focusing on 'the art of living for the day.' Montaigne began with a quotation from Rabelais-'The greatest clerks are not the wisest men' and then he proclaimed that education should aim at practical wisdom based upon virtue and judgement rather than mere knowledge. Montaigne's curriculum consists of history, philosophy, dialogue, and travel. Montaigne was interested in teaching history, since his chief concern was in training the judgment of the pupil that is the purpose of historical study. Montaigne then placed a great emphasis on philosophy as a life-embedding subject. To his mind, philosophy is a science of living, the primary goal of which is to teach the pupil the way of life while making him a honest and virtuous gentleman. After dealing with these two formal subjects, Montaigne proceeded to consider the educational value of daily dialogue and foreign travel. For him education is not only received within the four walls of schools but almost everywhere. In particular, Montaigne put a great stress on visiting foreign countries. Two reasons deserve our highlighting. First, it can give the pupil world-mindedness. Second, it can help the pupil master foreign languages. So far as education method is concerned, three points may be singled out from Montaigne's perspective. First, Montaigne recognized the importance of individual difference in education. Second, Montaigne objected the harsh punishments of contemporary schools. And finally, Montaigne asserted that the best method of education is to turn every lesson into an occasion for the exercise of the pupil's own judgment. Since Montaigne was in favor of the development of the whole man as the ideal of education, he advocated the necessity of physical exercise: 'It is not sufficient to make his mind strong; his muscles also must be strengthened.' In conclusion, Montaigne was one of the most genuine humanist writers on education in the sixteenth century, and we can evaluate his greatness in his audacious effort to condemn the Ciceronian pedants of his own days and to revitalize the original living spirit of humanism.