In the second place, if the scholars are to be interested, care must be taken to make the method palatable, so that everything, no matter how serious, may be placed before them in a familiar and attractive manner; in the form of a dialogue, for instance, by pitting the boys against one another to answer and explain riddling questions, comparisons, and fables. But of this more in the proper place.
20. The civil authorities and the managers of schools can kindle the zeal of the scholars by being present at public performances (such as declarations, disputations, examinations, and promotions), and by praising the industrious ones and giving them small presents (without respect of person).
Third Principle
21. Nature developes everything from beginnings which, though insignificant in appearance, possess great potential strength.
For instance, the matter out of which a bird is to be formed consists of a few drops, which are contained in a shell, that they may be easily warmed and hatched. But these few drops contain the whole bird potentially, since, later on, the body of the chicken is formed from the vital principle which is concentrated in them.
22. Imitation.—In the same way a tree, no matter how large it may be, is potentially contained in the kernel of its fruit or in the shoot at the end of one of its branches. If one or the other of these be placed in the earth, a whole tree will be produced by the inner force that it contains.
23. Terrible deviation.—In direct opposition to this principle a terrible mistake is generally made in schools. Most teachers are at pains to place in the earth plants instead of seeds, and trees instead of shoots, since, instead of starting with the fundamental principles, they place before their pupils a chaos of diverse conclusions or the complete texts of authors. And yet it is certain that instruction rests on a very small number of principles, just as the earth is composed of four elements (though in diverse forms); and that from these principles (in accord-
