The forces: 1. Master’s influence. 2. Emulation 57-58 A pupil’s summing-up 59 Some books 60 Barbier’s advice to new master 61 Loyola and Montaigne. Port-Royal 62 =Chapter V.—Rabelais. (1483-1553.)= 63-69 Rabelais’ ideal. A new start 64 Religion. Study of Things 65 “Anschauung.” Hand-work. Books and Life 66 Training the body 67 Rabelais’ Curriculum 68 Study of Scripture. Piety 69 =Chapter VI.—Montaigne. (1533-1592.)= 70-79 Writers and doers. Montaigne _versus_ Renascence 71 Character before knowledge. True knowledge 72 Athens and Sparta. Wisdom before knowledge 73 Knowing, and knowing by heart 74 Learning necessary as employment 75 Montaigne and our Public Schools 76 Pressure from Science and Examinations 77 Danger from knowledge 78 Montaigne and Lord Armstrong 79 =Chapter VII.—Ascham. (1515-1568.)= 80-89 Wolsey on teaching 81 History of Methods useful 82 Our three celebrities 83 Ascham’s method for Latin: first stage 84 Second stage. The six points 85 Value of double translating and writing 86 Study of a model book. Queen Elizabeth 87, 88 “A dozen times at the least” 88 “Impressionists” and “Retainers” 89 =Chapter VIII.—Mulcaster. (1531(?)-1611.)= 90-102 Old books in English on education 91 Mulcaster’s wisdom hidden by his style 92 Education and “learning” 93 1. Development 2. Child-study 94 3. Groundwork by best workman 95 4. No forcing of young plants 96