He says that the transmission of knowledge is best done when it conforms to culture and daily life. Breaking 21 down into 20 + 1 isn't suited to the knowledge structure of children, because they already know the number 21 from coming in contact with it in daily life. He says that reformers shouldn't just come up with impracticable ideas.
他說，知識灌輸要與文化、生活經驗結合才能事半功倍，把二十一拆成二個十加一的概念，並不符合兒童的認知結構，因為日常生活中他們已經學會把二十一或其他數字當成一個符號看待。