In the same way the elements of natural science may at least set the thoughts and inquiries of children on the right track for what will later on be shown to them as the "disciplines" of cosmology and pyschology.
To make preparatory subjects serve such a purpose it is obviously required that the teachers of even young children should have been themselves trained in these studies, so far at least as to know what they are aiming at, to be able to lay foundations which will not require to be reconstructed.

It is not the matter so much as the habits of mind and work that are remotely prepared in the early stages, but without some knowledge of what is coming afterwards this preparation cannot be made.

In order of arrangement it is not possible for the different branches to be taught to girls according to their normal sequence; they have to be adapted to the capacity of the minds and their degree of development.

Some branches cannot even be attempted during the school-room years, except so far as to prepare the mind incidentally during the study of other branches.

The explanation of certain terms and fundamental notions will serve as points of departure when opportunities for development are accessible later on, as architects set "toothings" at the angles of buildings that they may be bonded into later constructions.