infant is absorbed in the practice of its cycle. It has nothing else to divert its mental development. In this respect there is a striking difference between this natural cycle and the subsequent history of the student’s development. It is perfectly obvious that life is very various and that the mind and brain naturally develop so as to adapt themselves to the many-hued world in which their lot is cast. Still, after making allowance for this consideration, we will be wise to preserve some measure of concentration for each of the subsequent cycles. In particular, we should avoid a competition of diverse subjects in the same stage of their cycles. The fault of the older education was unrhythmic concentration on a single undifferentiated subject. Our modern system, with its insistence on a preliminary general education, and with its easy toleration of the analysis of knowledge into distinct subjects, is an equally unrhythmic collection of distracting scraps. I am pleading that we shall endeavour to weave in the learner’s mind a harmony of patterns, by co-ordinating the various elements of instruction into subordinate cycles each of intrinsic worth for the immediate apprehension of the pupil. We must garner our crops each in its due season.
