plants them with weeds, nettles, thistles, and thorns, but with good seeds and plants.
7. The builder, also, who wishes to erect a well-built house, does not collect straw, litter, dirt, or brushwood, but stones, bricks, oak planks, and similar materials of good quality.
8. And in schools.—In schools therefore (i) Nothing should be studied, unless it be of undoubted use in this world and in the world to come,—its use in the world to come being the more important (Jerome reminds us that knowledge, that is to be of service to us in heaven, must be acquired on earth).
(ii) If it be necessary to teach the young much that is of value solely in this world (and this cannot be avoided), care must be taken that while a real advantage is gained for our present life, our heavenly welfare be not hindered thereby.
9. Why then pursue worthless studies? What object is there in learning subjects that are of no use to those who know them and the lack of which is not felt by those who do not know them? subjects, too, which are certain to be forgotten as time passes on and the business of life becomes more engrossing? This short life of ours has more than enough to occupy it, even if we do not waste it on worthless studies. Schools must therefore be organised in such a way that the scholars learn nothing but what is of value (the value and importance of recreation will be treated of in the right place).
Second Principle
10. When bodies are being formed, nature omits nothing that is necessary for their production.
For example in the formation of a bird, nature does not forget the head, the wings, the legs, the claws, the skin, or anything, in short, that is an essential part of a winged being of this kind.
11. Imitation in schools.—In the same way schools,
