a boy may be conceived as starting Latin at ten years of age and by a uniform progression steadily developing into a classical scholar at the age of eighteen or twenty. I hold that this conception of education is based upon a false psychology of the process of mental development which has gravely hindered the effectiveness of our methods. Life is essentially periodic. It comprises daily periods, with their alternations of work and play, of activity and of sleep, and seasonal periods, which dictate our terms and our holidays; and also it is composed of well-marked yearly periods. These are the gross obvious periods which no one can overlook. There are also subtler periods of mental growth, with their cyclic recurrences, yet always different as we pass from cycle to cycle, though the subordinate stages are reproduced in each cycle. That is why I have chosen the term “rhythmic,” as meaning essentially the conveyance of difference within a framework of repetition. Lack of attention to the rhythm and character of mental growth is a main source of wooden futility in education. I think that Hegel was right when he analysed progress into three stages, which he called Thesis, Antithesis, and Synthesis; though for the purpose of the
