We think that Children have a Right to Knowledge––Much guidance and stimulation are afforded by another principle. We are not anxious to contend with Kant that the mind possesses certain a priori knowledge; nor with Hume that it holds innate ideas. The more satisfying proposition seems to be that the mind has, as it were, prehensile adaptations to each department of universal knowledge. We find that children lay hold of all knowledge which is fitly presented to them with avidity, and therefore we maintain that a wide and generous curriculum is due to them.
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