“It was no easy matter,” were the words used by M. Guizot in 1811, “to speak reasonably about education at the time when Rabelais wrote. There was then no idea of home-education and the means of rendering it practicable. As to public education, there was no extensive range and nothing really useful to the community in the instruction received by children at college; no justice and no humanity in the treatment they experienced; a fruitless and ridiculously prolonged study of words succeeded by a no less fruitless study of interminable subtilties, and all this fruitless knowledge driven into the brains of children by help of chastisements, blows, and that barbarous severity which seems to regard the _Compelle intrare_ as the principal law and object of instruction. How proceed, in such a state of things, to conceive a plan of liberal, gentle, and reasonable education? Rabelais, in his book, had begun by avoiding the danger of directly shocking received ideas; by transporting both himself and his heroes to the regions of imagination and extravagance he had set himself at liberty to bring them up in quite a different fashion than that of his times; the rectors of colleges could not pretend that Pantagruel, who was hardly born before he sucked down at every meal the milk of four thousand six hundred cows, and for whose first shirt there had been cut nine hundred ells of Chatellerault linen, was a portrait of any of the little boys who trembled at their ferules. . . . Pantagruel is in his cradle; he is bound and swathed in it like all children at that time; but, ere long, Gargantua, his father, perceives that these bands are constraining his movements, and that he is making efforts to burst there; he immediately, by advice of the princes and lords present, orders the said shackles to be undone, and lo! Pantagruel is no longer uneasy. . . . And thus became he big and strong full early. . . . There came, however, the time when his instruction must begin. ‘My will,’ said Gargantua, ‘is to hand him over to some learned man for to indoctrinate him according to his capacity, and to spare nothing to that end.’ He, accordingly, put Pantagruel under a great teacher, who began by bringing him up after the fashion of those times. He taught him his charte (alphabet) to such purpose that he could say it by heart backwards, and he was five years and three months about it. Then he read with him Donotus and Facetus (old elementary works on Latin grammar), and he was thirteen years, six months, and two weeks over that. Then he read with him the De Modis significandi, with the commentaries of Hurtebisius, Fasquin, and a heap of others, and he was more than eighteen years and eleven months over them, and knew them so well that he proved on his fingers to his mother that _de modis signifieandi non erat scientia_. After so much labor and so many years, what did Pantagruel know? Gargantua was no bigot: he did not shut his