and best grows by a like periodicity in them.
This is our point—that it is a peculiarity
and law of mind, growing out of the very nature of
mind and of its knowings, that no truth or knowledge
which is in its nature a consequent on some
other truths or knowledge, can by any possibility be
in reality attained by any mind until after that mind
has first secured and rightly appreciated those antecedent
truths or knowings. No later or more complex
knowledge is ever comprehensible or acquirable, until
after the elements of knowledge constituting or involved
in it have first been definitely secured. To
suppose otherwise, is precisely like supposing a vigorously
nourishing foliage and head of a tree with neither
roots nor stem under it; it is to suppose a majestic
river, that had neither sufficient springs nor tributaries.
Now, for the pupil, the text-book maker, the educator,
no truth is more positive or profoundly important
than this. He who fails of it, by just so much
as he does so, fails to educate. Let the pupil,
as he must, alternately study and not study—go
even on the same day from one study to a second, though
seldom to more than a third or fourth. By all
this he need lose nothing; and he will tax and rest
certain faculties in turn. But then, insist that
each subject shall recur frequently enough to perpetuate
a healthy activity and growth of the faculties it
exercises, usually, daily for five days in a week,
or every other day at farthest; that each shall recur
at a stated period, so that a habit of mind running
its daily, steady and productive round with the sun
may be formed; and that in and along the material
of every subject pursued, whether it be arithmetic,
or grammar, or chemistry, or an ancient or modern
language, the mind shall so be enabled to advance
consecutively, clearly and firmly from step to step—from
observation to law, from law to application, from analysis
to broader generalization, and its application, and
so on—that every new step shall just have
been prepared for by the conceptions, the mental susceptibility
and fibre, gotten during the preceding ones, and that
thus, every new step shall be one forward upon new
and yet sure ground, a source of intellectual delight,
and a further intellectual gain and triumph.
Need we say, this is the ideal? Practice
must fall somewhat short of it; but Practice must
first aim at it; and as yet she has scarcely conceived
about the thing, or begun to attempt it. In truth,
Practice is very busy, dashing on without a due amount
of consideration, striving to project in young minds
noble rivers of knowledge without their fountains;
and building up therein grand trees of science, of
which either the roots are wanting, or all parts come
together too much in confusion.