Publisher's Synopsis
Excerpt from The System or Branching Method in Education, Vol. 1
How invaluable is this branch-whole (the tree) in learning (doing, or making) such branch, will astonish most teachers. Suffice it here to say that such tree whole (branch-plan) cannot be less invaluable to the learner (doer, or maker, ) of such'branch than is the building whole (building-plan) to the builder (doer, or maker, ) Of a building. If building a building is doing (making) a building, as all agree it is, what think you of builders who know not even what the system whole (plan) of a building is like? If, then, learning a branch is doing (making) a branch, as all unwittingly or otherwise agree it is, what think you of our learners who know not even what the system whole of a branch is like?
And whom does it not startle that we have studied orthography, grammar, etc. Not knowmg what the system whole is like? What think you of a student who finishes his study of the animal parts, ulna, radius, tibia, fibula, eye, ear, stomach, liver, heart, back-bone, pelvis, etc., etc., - ignorant what the unified system whole of these animal parts is? What think you of a student of these animal parts who completes his study, ignorant that Such a thing as an animal (whole) has any existence? What think you, then, of our students who actually finish their study of the tree parts, - sonant, suvcal, digraph, aspirate, abrupt, continuant, dental, labial, etc., - ignorant what the unified system whole of these tree parts is? What think you, further, of a student of these tree parts (branches) who com pletes his study (as our pupils all do), actually ignorant that such a thing as an orthography tree (whole) has any existence?
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