通常，不管学生的综合素质存在何等差异,我们的教学内容和教育方法都是相同的,这种做法是不可取的。也正因如此,在这种模式下求学的学生，学有所成的寥若晨星。对教师而言，不仅要检查学生掌握语法结构的具体情况,还要进一步了解他们对其意义的掌握程度;在评价学生的学习能力时，不能只看他记住了什么,而是要看他的实践能力;要采用柏拉图式的教学方法，让学生能将知识举一反三,勤于实践，看他是否真正理解了所学的知识，并将其转换为自己的东西。吞进什么,就吐出什么一这是囫囵吞枣和消化功能衰退的表现;肠胃如果没有改变所吃东西的外形和状态,就等于没发挥其固有的功能。我们的思想只能依靠信任发挥作用;当受到别人的想法束缚、摆布,被他人的权威奴役、迷惑时，我们就等同于被囚禁一隅,举步维艰,自由与活力也远离了我们。
Such as, according to our common way of teaching, undertake, with one and the same lesson, and the same measure of direction, to instruct several boys of differing and unequal capacities, are infinitely mistaken; and it is no wonder, if in a whole multitude of scholars, there are not found above two or three who bring away any good account of their time and discipline. Let the master not only examine him about the grammatical construction of the bare words of his lesson, but about the sense and let him judge of the profit he has made, not by the testimony of his memory, but by that of his life. Let him make him put what he has learned into a hundred several forms, and accommodate it to so many several subjects, to see if he yet rightly comprehends it, and has made it his own, taking instruction of his progress by the pedagogic institutions of Plato. It is a sign of crudity and indigestion to disgorge what we eat in the same condition it was
swallowed; the stomach has not performed its office unless it have altered the forn and condition of what was committed to it to concoct. Our minds work only upon trust, when bound and compelled to follow the appetite of another's fancy, enslaved and captivated under the authority of another's instruction; we have been so subjected to the trammel, that we have no free, nor natural pace of our own; our own vigour and liberty are extinct and gone:
我曾私下里前往意大利的比萨市去拜访一位非常正直的人，他是亚里士多德的忠实信徒，其信条概括起来就是:“检验所有想象和真理的标准和尺度,就是要绝对符合亚里士多德的学说,其他的一切都是胡思乱想;他认为亚里士多德见闻广博,知识丰富，他的学说无所不包。”由于他的这个信条有些被曲解了，导致他曾长期处于罗马宗教裁判所的威胁之中。
教师应引导学生将所学知识进行分类，划分主次,而不是育目地强记所学的一切,那么,对他而言,亚里士多德的那些原则与伊壁鸠鲁和斯多噶派的原则一样,就不仅仅是单纯的原则了。教师应善于就一个问题而提供多种观点,让他进行判断,那么,如果他有能力判断的话,就会自行作出选择,反之，他也会就此问题提出质疑。
I was privately carried at Pisa to see a very honest man, but so great an Aristotelian, that his most usual thesis was: "That the touchstone and square of all solid imagination, and of all truth, was an absolute conformity to Aristotle's doctrine; and that all besides was nothing but inanity and chimera; for that he had seen all, and said all." A position, that for having been a little too injuriously and broadly interpreted, brought him once and long kept him in great danger of the Inquisition at Rome.
Let him make him examine and thoroughly sift everything he reads, and lodge nothing in his fancy upon simple authority and upon trust. Aristotle's principles will then be no more principles to him, than those of Epicurus and the Stoics: let this diversity of opinions be propounded to, and laid before him; he will himself choose, if he be able; if not, he will remain in doubt.
我欣赏怀疑不次于肯定。
——但丁
如果学生通过独立思考而掌握了色诺芬和柏拉图的观点,那么,这些观点就不再是这些哲人的,而变成学生自己的了。盲目跟从他人的观点，只会徒劳无获,长期处于这种状态甚至会使自己产生厌学的思想。
我们不受任何国王的统治;让每个人都有权支配自己。
——塞涅卡
I love to doubt, as well as to know.
---Dante
For, if he embrace the opinions of Xenophon and Plato, by his own reason, they will no more be theirs, but become his own. Who follows another, follows nothing, finds nothing, nay, is inquisitive after nothing.
We are under no king; let each vindicate himself.
---Seneca
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