Additionally, no thought was given to establishing specific goals for learning, nor was instruction designed to lead students gradually from simple ideas to complex ones.
Turklāt mācību procesā netika izvirzīti konkrēti mērķi, tāpat nebija paredzēts, ka skolnieku mācīšanā pakāpeniski jāpāriet no vienkāršā uz sarežģīto.