§ 4. So a Renascence tutor is appointed for Gargantua and administers to him a potion that makes him forget all he has ever learned. He then puts him through a very different course. Like all wise instructors he first endeavours to secure the will of the pupil. He allows Gargantua to go the accustomed road till he can convince him it is the wrong one. This seems to me a remarkable proof of wisdom. How often does the “new master” break abruptly with the past, and raise the opposition of the pupil by dispraise of all he has already done! By degrees Ponocrates, the model tutor, inspired in his pupil a great desire for improvement. This he did by bringing him into the society of learned men, who filled him with ambition to be like them. Thereupon Gargantua “put himself into such a train of study that he lost not any hour in the day, but employed all his time in learning and honest knowledge.” The day was to begin at 4 a.m., with reading of “some chapter of the Holy Scripture, and oftentimes he gave himself to revere, adore, pray, and send up his supplications to that good God, whose word did show His majesty and marvellous judgments.” This is the only hint we get in this part of the book on the subject of religious or moral education: the training is directed to the intellect and the body. § 5. The remarkable feature in Rabelais’ curriculum is this, that it is concerned mainly with _things_. Of the Seven Liberal Arts of the Middle Ages, the first three were purely formal: grammar, logic, rhetoric; while the following course: arithmetic, geometry, astronomy, and music, were not. The effect of the Renascence was to cause increasing neglect of the Quadrivium, but Rabelais cares for the Quadrivium only; Gargantua studies arithmetic, geometry, astronomy, and music, and the Trivium is not mentioned. Great use is made of books and Gargantua learned them by heart; but all that he learned he at once “applied to practical cases concerning the estate of man.” It was the substance of the reading, not the form, that was thought of. At dinner “if they thought good they continued reading or began to discourse merrily together; speaking first of the virtue, propriety, efficacy, and nature of all that was served in at that table; of bread, of wine, of water, of salt, of flesh, fish, fruits, herbs, roots, and of their dressing. By means whereof he learned in a little time all the passages that on these subjects are to be found in Pliny, Athenæus, &c. Whilst they talked of these things, many times to be more certain they caused the very books to be brought to the table; and so well and perfectly did he in his memory retain the things above said, that in that time there was not a physician that knew half so much as he did.” Again, out of doors he was to observe trees and plants, and “compare them with what is written of them in the books of the ancients, such as Theophrastus, Dioscorides, &c.” Here again, actual