Scientific Methods As Applied To Child Education In "the Children's Houses"

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HISTORY OF METHODS                    29
scholars. So experimental psychology needs as its start­ing point an exact definition of the technique to be used in making the experiment.
To put it broadly, it is important to define the method, the technique, and from its application to await the def­inite result, which must be gathered entirely from actual experience. One of the characteristics of experimental sciences is to proceed to the making of an experiment with­out preconceptions of any sort as to the final result of the experiment itself. For example, should we wish to make scientific observations concerning the development of the head as related to varying degrees of intelligence, one of the conditions of such an experiment would be to ignore, in the taking of the measurements, which were the most intelligent and which the most backward among the scholars examined. And this because the precon­ceived idea that the most intelligent should have the head more fully developed will inevitably alter the results of the research.
He who experiments must, while doing so, divest him­self of every preconception. It is clear then that if we wish to make use of a method of experimental psychology, the first thing necessary is to renounce all former creeds and to proceed by means of the method in the search for truth.
We must not start, for example, from any dogmatic ideas which we may happen to have held upon the sub­ject of child psychology. Instead, we must proceed by a method which shall tend to make possible to the child complete liberty. This we must do if we are to draw from the observation of his spontaneous manifestations conclusions which shall lead to the establishment of a truly scientific child psychology. It may be that such a
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