development of its brain is exactly fitted. I do not think that there is any particular mystery about the fact of a child learning to speak and in consequence thinking all the better; but it does offer food for reflection.
In the subsequent education we have not sought for cyclic processes which in a finite time run their course and within their own limited sphere achieve a complete success. This completion is one outstanding character in the natural cycle for infants. Later on we start a child on some subject, say Latin, at the age of ten, and hope by a uniform system of formal training to achieve success at the age of twenty. The natural result is failure, both in interest and in acquirement. When I speak of failure, I am comparing our results with the brilliant success of the first natural cycle. I do not think that it is because our tasks are intrinsically too hard, when I remember that the infant’s cycle is the hardest of all. It is because our tasks are set in an unnatural way, without rhythm and without the stimulus of intermediate successes and without concentration.
I have not yet spoken of this character of concentration which so conspicuously attaches to the infant’s progress. The whole being of the
