of integers must precede the study of fractions. And yet even this firm principle dissolves under scrutiny. It is certainly true, but it is only true if you give an artificial limitation to the concept of a subject for study. The danger of the principle is that it is accepted in one sense, for which it is almost a necessary truth, and it is applied in another sense for which it is false. You cannot read Homer before you can read; but many a child, and in ages past many a man, has sailed with Odysseus over the seas of Romance by the help of the spoken word of a mother, or of some wandering bard. The uncritical application of the principle of the necessary antecedence of some subjects to others has, in the hands of dull people with a turn for organization, produced in education the dryness of the Sahara.
Stages of Mental Growth
The reason for the title which I have chosen for this address, the Rhythm of Education, is derived from yet another criticism of current ideas. The pupil’s progress is often conceived as a uniform steady advance undifferentiated by change of type or alteration in pace; for example,
