3. “Tout est dans tout.” Quidlibet ex quolibet 423 Connexion of knowledges 424 Connect with model book. Memorizing 425 Ways of studying the model book 426 Should the book be made or chosen? 427 Robertsonian plan 428 Hints for exercises 429 The good of having learnt 430 The old Cambridge “mathematical man” 431 Waste of memory at school 432 How to stop this waste 433 Multum, non multa. De Morgan. Helps. Stephen 434 Jacotot’s plan for reading and writing 435 For the mother-tongue 436 Method of investigation 437 Jacotot’s last days 438 =Chapter XIX.—Herbert Spencer= 439-469 Same knowledge for discipline and use? 440 Different stages, different knowledges 441 Relative value of knowledges 442 Knowledge for self-preservation 443 Useful knowledge _versus_ the classics 444 Special instruction _versus_ education 445 Scientific knowledge and money-making 446 Knowledge about rearing offspring 447 Knowledge of history: its nature and use 448 Use of history 449 Employment of leisure hours 450 Poetry and the Arts 451 More than science needed for complete living 452 Objections to Spencer’s curriculum 453 Citizen’s duties. Things not to teach 454 Need of a science of education 455 Hope of a science 456 From simple to complex: known to unknown 457 Connecting schoolwork with life outside 458 Books and life 459 Mistakes in grammar teaching 460 From indefinite to definite: concrete to abstract 461