The generalization that we might expect ontogeny partially to recapitulate phylogeny in evolving systems whose descriptions are stored in a process language has applications outside the realm of biology. It can be applied as readily, for example, to the transmission of knowledge in the educational process. In most subjects, particularly in the rapidly advancing sciences, the progress from elementary to advanced courses is to a considerable extent a progress through the conceptual history of the science itself. Fortunately the recapitulation is seldom literal—any more than it is in the
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