> It takes longer for people to learn up to the frontier of science (1) It takes much less time to teach something, than was spent to figure things out the fir

> It takes longer for people to learn up to the frontier of science (1) It takes much less time to teach something, than was spent to figure things out the first time. (2) When teaching improves, the essential points of a topic can be taught in less time, then what was spent when the topic was new. Then a topic is new, usually it is first taught following the lines and chronology on how it was discovered. Later improved teaching can figure out ways to get free of the chronology of the original story, and just teach the plain fact. While Darwin's finches are still sometimes mentioned when teaching evolution, the whole story of measuring all kinds of properties of those birds in different islands, and presenting this data, and what can we deduct from it, is rarely presented. We just jump to the main point: species adapt and evolve. Arguable, teaching physics still almost everyplace follows the historical chronology: mechanics, electromagnetism, quantum mechanics, which usually pushes quantum mechanics to the 3rd year in a university. The mathematical machinery of quantum mechanics however shouldn't take two full years to master, so maybe there could be a route to proceed quantum mechanics faster, not trying to cover all of classical physics first. (3) I assume the success of future researchers is party build upon that they had access to good teachers, or good textbooks, which made it possible for them to quickly absorb the present state of knowledge. But there are voices complaining that producing good teaching material is not incentivized in the present academic system.