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> ”Our teachers of the last generation have divided knowledge into relatively isolated “subjects” without emphasizing the interconnection of all knowledge. We have learned “subjects” without actually learning how to tackle these subjects—we have not learned how to learn. We might say that we have been set to work hammering, chiseling, planing and carving without ever being taught how to use the tools. We have picked up what we could as we went along, incidentally.
> The classical educators started from the other end and emphasized the importance and use of those master tools that could be widely applied. Of course in order to learn the use of these master tools (grammar, logic and rhetoric), it is necessary to apply them to some piece of wood, to some subject—and so actual subjects must be studied (English, Latin, History, etc.). But note that the chief goal was to master the tools—for in mastering the tools, the subject (any subject) would soon be mastered as well. We encounter a paradox: classical educators favor tool over content and therefore help students to master more content than ever. They have taught their students how to learn.“
(warning: above PDF has a specific worldview)