34. Imitation.—In the same way the gardener does not insert his graft into the outer bark nor into the outside layer of wood, but making an incision right into the pith, places the graft as far in as it will go. In this way he makes the joint so firm that the sap cannot escape, but is forced right into the shoot, and uses all its strength in vivifying it.
35. So too, a tree, that is nourished by the rain of heaven and the moisture of the earth, assimilates its nutriment, not through its outer bark, but through the pores of its inmost parts. On this account the gardener waters, not the branches, but the roots. Animals also convey their food, not to their outer limbs, but to the stomach, which assimilates it and nourishes the whole body. If, therefore, the educator of the young give special attention to the roots of knowledge, the understanding, these will soon, impart their vitality to the stem, that is, to the memory, and finally blossoms and fruits, that is to say, a facile use of language and practical capacity will be produced.
36. Deviation.—It is on this point that those teachers fall into error who, instead of thoroughly explaining the subjects of study to the boys under their charge, give them endless dictations, and make them learn their lessons off by heart. Even those who wish to explain the subject-matter do not know how to do so, that is to say, do not know how to tend the roots or how to engraft the graft of knowledge. Thus they fatigue their pupils, and resemble a man who uses a club or a mallet, instead of a knife, when he wishes to make an incision in a plant.
37. Rectification.—It therefore follows
(i) That the scholar should be taught first to understand things, and then to remember them, and that no stress should be laid on the use of speech or pen, till after a training on the first two points.
(ii) That the teacher should know all the methods by which the understanding may be sharpened, and should put them into practice skilfully.
