Here is the kicker. It is not the knowledge itself that is to blame. It would be perfectly delightful to study everything you could about almost anything we call a subject and that information would become knowledge. My theory is the fewer subjects you study the more real knowledge you gain in the areas you do study and if you want wisdom then you better pare it down to even more.
“…the greatest service we can do to education today is to teach fewer subjects. No one has time to do more than a very few things well before he is twenty, and when we force a boy to be a mediocrity in a dozen subjects, we destroy his standards, perhaps for life." C.S. Lewis Surprised by JoyI am convinced this is a key point in educating classically and I strive each year to pare down how many subjects we cover. Like Charlotte Mason, I let wide reading cover as many 'subjects' as possible. Health, government, economics, theology, etc. can all be covered via wide, guided reading. So while I may have time set aside for Chemistry and Pre-Calculus for Andrew next year, the rest of his learning will come from vast reading and writing. In other words, as an 11th grader he will be studying math, science, and rhetoric. That is a trivium. On his own, and in Morning Time, he will have music. Now we have a quadrivium.
Adding any more to this formula would be superfluous.