Page:Preparation of the Child for Science.djvu/70

66 dishonesty begins at the point where some teacher explains the rule for Greatest Common Measure to a child who has not had the proper basis of sub-conscious knowledge laid in actual experiences. Therefore, if you value your child's future clearness in science, trust no teacher to tell him anything about G. C. M. or L. C. M. till you have ascertained that he is able to find, easily and accurately, by means of compasses, the longest length that will repeat exactly into each of two unequal given lengths, and the shortest length into which each of two given unequal lengths will fit.

We now come to the subject of geometry, the condition of which affords, it seems to me, a standing warning against directing educational care too exclusively to the conscious mind, and neglecting to provide food for unconscious mental action.

There seems to be evidence that, in ancient times, all people in good society were expected to know simple truths about geometric forms, in the same way as we all know simple facts in natural history. The elementary properties of the triangle, parallelogram, circle, ellipse, and spiral seem to have been familiar to ordinary people. They were not expected to know much about geometry, but they were expected to