THE RHYTHM OF EDUCATION
By the Rhythm of Education I denote a certain principle which in its practical application is well known to everyone with educational experience. Accordingly, when I remember that I am speaking to an audience of some of the leading educationists in England, I have no expectation that I shall be saying anything that is new to you. I do think, however, that the principle has not been subjected to an adequate discussion taking account of all the factors which should guide its application.
I first seek for the baldest statement of what I mean by the Rhythm of Education, a statement so bald as to exhibit the point of this address in its utter obviousness. The principle is merely this — that different subjects and modes of study should be undertaken by pupils at fitting times when they have reached the proper stage of mental development. You will agree with me that this is
