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 excite his appreciation, and incite his impulses to kindred activities. It is a saddening thought that on this golden age there falls so often the shadow of the crammer. I am thinking of a period of about four years of the child’s life, roughly, in ordinary cases, falling between the ages of eight and twelve or thirteen. It is the first great period of the utilization of the native language, and of developed powers of observation and of manipulation. The infant cannot manipulate, the child can; the infant cannot observe, the child can; the infant cannot retain thoughts by the recollection of words, the child can. The child thus enters upon a new world.

Of course, the stage of precision prolongs itself as recurring in minor cycles which form eddies in the great romance. The perfecting of writing, of spelling, of the elements of arithmetic, and of lists of simple facts, such as the Kings of England, are all elements of precision, very necessary both as training in concentration and as useful acquirements. However, these are essentially fragmentary in character, whereas the great romance is the flood which bears on the child towards the life of the spirit.

The success of the Montessori system is due to