ethods.

The educational scheme of Rabelais embraced the study of letters, of
nature, of science, of morals and religion, of the physical
well-being,--in short, of everything necessary, as Herbert Spencer would
say, to complete living.

MONTAIGNE[81] (1533-1592)

Of a very different character from Rabelais was Montaigne. Rabelais was
radical and extravagant, Montaigne conservative and discreet; Rabelais
sought development of all the faculties alike, Montaigne gave preference
to the training of the judgment; Rabelais would thoroughly master every
branch of human knowledge, Montaigne was content to skim over the
sciences. And yet, Montaigne must be recognized as an important factor
in education, not only for his own teachings, but because undoubtedly
Bacon, Locke, Rousseau, and other apostles of reform were greatly
influenced by him. Bacon furthered Montaigne's theories concerning the
importance of science, and by his inductive method rendered the world a
far greater service than his great French contemporary. Locke enlarged
upon Montaigne's ideas of physical training. Rousseau accepted a vital
doctrine of Montaigne in the following words: "He (Emile) possesses a
universal capacity, not in point of actual knowledge, but in the faculty
of acquiring it; an open, intelligent genius adapted to everything, and,
as Montaigne says, if not instructed, capable of receiving instruction."

Montaigne's father was a French nobleman, who fully appreciated the
responsibility laid upon him in the education of his son. Doubtless his
training had much to do in shaping the pedagogy of the illustrious son.
It was wise, mild but firm, natural, and thorough. The tutors and
servants who surrounded him were allowed to speak only in Latin. That
tongue thus became as familiar as his native tongue. Indeed, it is said,
that at the age of six he was so proficient in the language of Cicero,
that the best Latinists of the time feared to address him. Nor was his
knowledge confined to Latin alone. He was instructed in modern lore as
well. At the age of six he was placed in the college of Guienne, where
he remained seven years. His experience there, so contrary to that under
which he had been brought up, led him to be utterly opposed to corporal
punishment. Of the methods of discipline employed in the school, he
says, "The discipline of most of our colleges has always displeased me.
They are veritable jails in which youth is held prisoner. The pupils