...soon awaken his curiosity ; but to keep that curiosity alive, you must be in no haste to satisfy it. Put questions to him adapted to his capacity, and leave him to resolve them. He is not to know anything because you have told it to him, but because he has himself comprehended...

...soon awaken his curiosity ; but to keep that curiosity alive, you must be in no haste to satisfy it. Put questions to him adapted to his capacity, and leave him to resolve them. He is not to know anything because you have told it to him, but because he has himself comprehended...

...soon awaken his curiosity; but to keep that curiosity alive, you must be in no haste to satisfy it. Put questions to him adapted to his capacity, and...resolve them. Let him take nothing on trust from his preceptor, but on his own comprehension and conviction: he should not learn, but invent the sciences....

...soon awaken his curiosity; but to keep that curiosity alive, you must be in no haste to satisfy it. Put questions to him adapted to his capacity, and...resolve them. Let him take nothing on trust from his preceptor, but on his own comprehension and conviction; he should not learn, but invent, the sciences....

...VARYING of instruction and content is certainly not a new or unique idea. Rousseau said, many years ago, "Put questions to him adapted to his capacity and leave him to resolve them." Fellenberg also provided a three-track school for students whose background and grades were quite diverse....