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Gargantua, is a past master of this art; however, there is no doubt that literary preoccupations do not have overwhelming importance for him Erasmus, for his part, is far from being contemptuous of learning, since he demands that the teacher possess extensive knowledge; but this knowledge for him is only a way of more effectively initiating the pupil into classical literature, of getting him to understand its beauties better and of teaching him to imitate them Which of these two movements, with their rival claims for dominion over the minds of man, will triumph and leave its stamp on our system of schooling The seriousness of the problem is apparent Our national cast of mind had two paths open before it; depending on the one upon which it embarked it would emerge transformed in one of two quite different ways Nor is this all.

With four boys, being able to swap faces is the only way we ever get a decent family picture. These days, face-swapping is used often to get the perfect shot. Some face swaps are easier than others. If the shots are nearly identical and the background is just right, it may just be a matter of replacing the expression on one face for another. But even when the circumstances seem ideal, as you see in this next exercise, it s the little things like posture and the tilt of the head that can make this technique complicated. Figure 15.35 shows two photos that were taken in the same photo shoot of the same kids with the same lighting and the same background. In this exercise, I am replacing the head of the boy in the second photo with his head in the first.

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We have seen that these two movements, in spite of the differences which separate them, nevertheless have one feature in common; this is that they are both the product of an aristocratic mentality In both cases the qualities which it is important for the pupil to acquire are luxuries wholly lacking in utility value If, as Erasmus claims, we must study classical literature, this is in order to become intellectually elegant, sophisticated in conversation and attractive as a writer If Rabelais recommends an extensive education in the sciences it is not because, and in as far as, the sciences are useful; it is because in his view knowledge for its own sake is a ne thing.

In both cases nobody seems to suspect that the function of education is rst and foremost social, integrally bound up with other social functions, and that consequently it must prepare the child to take his place in society, play a useful part in life To judge from the concept of education common to both movements we might well think that children are destined to a life spent entirely in the company of lords and ladies, just as the inhabitants of Th l me did, conversing learnedly or tenderly, exchanging well-turned observations or noble ideas, but never having to use their powers in the execution of speci c tasks We would not guess that at the same time there were men occupied in ful lling speci c social functions as artisans and merchants, as soldiers and priests, as magistrates and statesmen.

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