Passage Summary: A teacher argues that while early calculus is helpful, it's dangerous if kids aren't ready for the hard parts, so we need to make sure they are ready before starting.

Conclusion: We should only teach pre-university calculus if we can guarantee students are prepared for the abstract nature of the subject.

Reasoning: While early calculus has benefits, teaching it to unprepared students risks causing them to give up on math entirely.

Analysis: This argument moves from a potential risk (quitting math) to a strict requirement (ensuring readiness). To justify this leap, we need a principle that bridges the gap between a negative outcome and a necessary precaution. Look for a rule that suggests an action should be avoided unless its potential for harm is mitigated. This is a classic 'safety first' logic structure.