rhythm to which our pupils have advanced. The problem of a curriculum is not so much the succession of subjects; for all subjects should in essence be begun with the dawn of mentality. The truly important order is the order of quality which the educational procedure should assume.
My second caution is to ask you not to exaggerate into sharpness the distinction between the three stages of a cycle. I strongly suspect that many of you, when you heard me detail the three stages in each cycle, said to yourselves — How like a mathematician to make such formal divisions! I assure you that it is not mathematics but literary incompetence that may have led me into the error against which I am warning you. Of course, I mean throughout a distinction of emphasis, of pervasive quality — romance, precision, generalization, are all present throughout. But there is an alternation of dominance, and it is this alternation which constitutes the cycles.
