its apprehension of emotional relations with other beings. Its first stage of generalization is the use of language for a classified and enlarged enjoyment of objects.
This first cycle of intellectual progress from the achievement of perception to the acquirement of language, and from the acquirement of language to classified thought and keener perception, will bear more careful study. It is the only cycle of progress which we can observe in its purely natural state. The later cycles are necessarily tinged by the procedure of the current mode of education. There is a characteristic of it which is often sadly lacking in subsequent education; I mean, that it achieves complete success. At the end of it the child can speak, its ideas are classified, and its perceptions are sharpened. The cycle achieves its object. This is a great deal more than can be said for most systems of education as applied to most pupils. But why should this be so? Certainly, a newborn baby looks a most unpromising subject for intellectual progress when we remember the difficulty of the task before it. I suppose it is because nature, in the form of surrounding circumstances, sets it a task for which the normal
