CHAPTER XIX
THE PRINCIPLES OF CONCISENESS AND RAPIDITY IN TEACHING
1. “But these projects are too wearisome and too comprehensive,” many readers will here remark. “What a number of teachers and of libraries, and how much labour will be necessary in order that thorough instruction may be given in one subject!” I answer: This is undoubtedly so, and unless our labours are shortened the task will be no easy one; for this art of ours is as long, as wide, and as deep as the universe that has to be subdued by our minds. But who does not know that diffuse and difficult things can be brought into a small compass? who is ignorant that weavers can weave together a hundred thousand threads with the greatest rapidity, and can produce from these a great variety of stuffs? or that millers can grind thousands of grains with the greatest ease, and can separate the bran from the flour with great exactness and without any difficulty? Every one knows that engineers, without the slightest trouble and with comparatively small machines, can raise enormous weights, and that a weight of one ounce, if at a sufficient distance from the fulcrum of a lever, can counterbalance many pounds.
We see, therefore, that great achievements are more often a question of skill than of strength. Are learned men then to be the only people who do not know how to conduct their affairs with skill? Surely shame should
