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 what obvious ideas. It has been necessary to do so because my subsequent remarks presuppose that we have clearly in our minds the essential character of this threefold cycle.

Education should consist in a continual repetition of such cycles. Each lesson in its minor way should form an eddy cycle issuing in its own subordinate process. Longer periods should issue in definite attainments, which then form the starting-grounds for fresh cycles. We should banish the idea of a mythical, far-off end of education. The pupils must be continually enjoying some fruition and starting afresh — if the teacher is stimulating in exact proportion to his success in satisfying the rhythmic cravings of his pupils.

An infant’s first romance is its awakening to the apprehension of objects and to the appreciation of their connexions. Its growth in mentality takes the exterior form of occupying itself in the co-ordination of its perceptions with its bodily activities. Its first stage of precision is mastering spoken language as an instrument for classifying its contemplation of objects and for strengthening