(for here there is time for consideration), and lastly to speak (which is the hardest, because the process is so rapid).
(v) If, when Latin is combined with German, the German be placed first as the best known, and the Latin follow.
(vi) If the subject-matter be so arranged that the pupils get to know, first, that which lies nearest to their mental vision, then that which lies moderately near, then that which is more remote, and lastly, that which is farthest off. Therefore, if boys are being taught something for the first time (such as logic or rhetoric), the illustrations should not be taken from subjects that cannot be grasped by the scholars, such as theology, politics, or poetry, but should be derived from the events of everyday life. Otherwise the boys will understand neither the rules nor their application.
(vii) If boys be made to exercise, first their senses (for this is the easiest), then the memory, then the comprehension, and finally the judgment. In this way a graded sequence will take place; for all knowledge begins by sensuous perception; then through the medium of the imagination it enters the province of the memory; then, by dwelling on the particulars, comprehension of the universal arises; while finally comes judgment on the facts that have been grasped, and in this way our knowledge is firmly established.
Fifth Principle
29. Nature does not overburden herself, but is content with a little.
For instance, she does not demand two chickens from one egg, but is satisfied if one be produced. The gardener does not insert a number of grafts on one stock, but two at most, if he consider it very strong.
30. Deviation.—The mental energies of the scholar are therefore dissipated if he have to learn many things
