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But that doesn't mean the the order is either logical or pedagogically correct. Mostly the order of most textbooks today is historical, in the sense that "that's the way it's been done since time immemorial, so we're not going to rock that boat." Several altered topics orders have been tried, notably the Berkeley physics series and Chabay and Sherwood's more recent effort, but none of them has changed the preference for the traditional approach.
On the other hand, as John D. emphasized several years ago--I am nearly certain it was him--one proceeds from what is known to what is unknown. This implies linearity; topics are not chosen randomly. The sequence of topics is essentially the same in all textbooks.