The consequences of a plethora of half-digested theoretical knowledge are deplorable.


The Aims of Education (1929)


The consequences of a plethora of half-digested theoretical knowledge are deplorable.

The consequences of a plethora of half-digested theoretical knowledge are deplorable.

The consequences of a plethora of half-digested theoretical knowledge are deplorable.

The consequences of a plethora of half-digested theoretical knowledge are deplorable.