In those days, when education had barely reached the lower classes, the instruction given in the primary normal school was still of the most summary. Spelling, arithmetic, and geometry practically exhausted its resources. As for natural history, a poor despised science, almost unknown, no one dreamed of it, and no one learned or taught it; the syllabus ignored it, because it led to nothing. For Fabre only, notwithstanding, it was his fixed idea, his constant preoccupation, and "while the dictation class was busy around him, he would examine, in the secrecy of his desk, the sting of a wasp or the fruit of the oleander," and intoxicate himself with poetry. (1/9.) His pedagogic studies suffered thereby, and the first part of his stay at the normal school was by no means extremely brilliant. In the middle of his second year he was declared idle, and even marked as an insufficient pupil and of mediocre intelligence. Stung to the quick, he begged as a favour that he should be given the opportunity of following the third year's course in the six months that remained, and he made such an effort that at the end of the year he victoriously won his superior certificate. (1/10.) A year in advance of the regulation studies, his curiosity might now exercise itself freely in every direction, and little by little it became universal. A chance chemistry lesson finally awakened in him the appetite for knowledge, the passion for all the sciences, of which he thirsted to know at least the elements. Between whiles he returned to his Latin, translating Horace and re-reading Virgil. One day his director put an "Imitation" into his hands, with double columns in Greek and Latin. The latter, which he knew fairly well, assisted him to decipher the Greek. He hastened to commit to memory the vocables, and idioms and phrases of all kinds (1/11.), and in this curious fashion he learned the language. This was his only method of learning languages. It is the process which he recommended to his brother, who was commencing Latin: "Take Virgil, a dictionary, and a grammar, and translate from Latin into French for ever and for ever; to make a good version you need only common sense and very little grammatical knowledge or other pedantic accessories. "Imagine an old inscription half-effaced: correctness of judgment partly supplies the missing words, and the sense appears as if the whole were legible. Latin, for you, is the old inscription; the root of the word alone is legible: the veil of an unknown language hides the value of the termination: you have only the half of the words; but you have common sense too, and you will make use of it." (1/12.) CHAPTER 2. THE PRIMARY TEACHER. Furnished with his superior diploma, he left the normal school at the age of nineteen, and commenced as a primary teacher in the College of Carpentras.