Later on, this can put forth as many branches as it possesses buds.
43. Deviation.—From this it follows that it is a mistake to teach the several branches of science in detail before a general outline of the whole realm of knowledge has been placed before the student, and that no one should be instructed in such a way as to become proficient in any one branch of knowledge without thoroughly understanding its relation to all the rest.
44. It follows also that arts, sciences, and languages are badly taught unless a general notion of the elements be first given. I remember well that, when we began to learn dialectic, rhetoric, and metaphysics, we were, at the very beginning, overburdened with long-winded rules, with commentaries and notes on commentaries, with comparisons of authors and with knotty questions. Latin grammar was taught us with all the exceptions and irregularities; Greek grammar with all its dialects, and we, poor wretches, were so confused that we scarcely understood what it was all about.
45. Rectification.—The remedy for this want of system is as follows: at the very commencement of their studies, boys should receive instruction in the first principles of general culture, that is to say, the subjects learned should be arranged in such a manner that the studies that come later introduce nothing new, but only expand the elements of knowledge that the boy already mastered. Just as a tree, even if it live for a hundred years, puts forth no new branches, but only suffers those that already exist to develope and to spread.
(i) Each language, science, or art must be first taught in its most simple elements, that the student may obtain a general idea of it. (ii) His knowledge may next be developed further by placing rules and examples before him. (iii) Then he may be allowed to learn the subject systematically with the exceptions and irregularities; and (iv), last of all, may be given a commentary, though only where it is absolutely necessary. For he who has thoroughly mastered a subject
