Until when will the poor youngsters be obliged to listen or to repeat all day long? When will they be given some time to reflect on this accumulation of knowledge, to be able to coordinate [find a pattern in] this endless multitude of propositions, in these unrelated calculations? … Students are less interested in learning than in passing their exams.
Why don't the examiners pose questions to candidates other than in a twisted manner? It seems that they fear being understood by those they are interrogating; what is the origin of this deplorable habit of complicating the questions with artificial difficulties?