eyes that he might not see, and he believed what his eyes told him. He saw that Pantagruel worked very hard and spent all his time at it, and yet he got no good by it. And what was worse, he was becoming daft, silly, dreamy, and besotted through it. So Pantagruel was taken away from his former masters and handed over to Ponocrates, a teacher of quite a different sort, who was bidden to take him to Paris to make a new creature of him and complete his education there. Ponocrates was very careful not to send him to any college. Rabelais, as it appears, had a special aversion for Montaigu College. ‘Tempeste,’ says he, ‘was a great boy-flogger at Montaigu College. If for flogging poor little children, unoffending school-boys, pedagogues are damned, he, upon my word of honor, is now on Ixion’s wheel, flogging the dock-tailed cur that turns it.’ Pantagruel’s education was now humane and gentle. Accordingly he soon took pleasure in the work which Ponocrates was at the pains of rendering interesting to him by the very nature and the variety of the subjects of it. . . . Is it not a very remarkable phenomenon that at such a time and in such a condition of public instruction a man should have had sufficient sagacity not only to regard the natural sciences as one of the principal subjects of study which ought to be included in a course of education, but further to make the observation of nature the basis of that study, to fix the pupil’s attention upon examination of facts, and to impress upon him the necessity of applying his knowledge by studying those practical arts and industries which profit by such applications? That, however, Rabelais did, probably by dint of sheer good sense, and without having any notion himself about the wide bearing of his ideas. Ponocrates took Pantagruel through a course of what we should nowadays call practical study of the exact and natural sciences as they were understood in the sixteenth century; but, at the same time, far from forgetting the moral sciences, he assigns to them, for each day, a definite place and an equally practical character. ‘As soon as Pantagruel was up,’ he says, ‘some page or other of the sacred Scripture was read with him aloud and distinctly, with pronunciation suited to the subject. . . . In accordance with the design and purport of this lesson, he at frequent intervals devoted himself to doing reverence and saying prayers to the good God, whose majesty and marvellous judgments were shown forth in what was read. . . . When evening came, he and his teacher briefly recapitulated together, after the manner of the Pythagoreans, all that he had read, seen, learned, and heard in the course of the whole day. They prayed to God the Creator, worshipping Him, glorifying Him for his boundless goodness, giving Him thanks for all the time that was past, and commending themselves to His divine mercy for all that was to come. This done, they went to their rest.’ And at the