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

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now of idiocy treated by a physiological method. If we consider that pedagogy always had psychology as its base, and that Wundt defines a " physiological psychology," the coincidence of these ideas must strike us, and lead us to suspect in the physiological method some connec­tion with physiological psychology.
While I was assistant at the Psychiatric Clinic, I had read Edward Seguin's French book, with great interest. But the English book which was published in New York twenty years later, although it was quoted in the works about special education by Bourneville, was not to be found in any library. I made a vain quest for it, going from house to house of nearly all the English physicians, who were known to be specially interested in deficient children, or who were superintendents of special schools. The fact that this book was unknown in England, although it had been published in the English language, made me think that the Seguin system had never been understood. In fact, although Seguin was constantly quoted in all the publications dealing with institutions for deficients, the educational applications described, were quite different from the applications of Seguin's system.
Almost everywhere the methods applied to deficients are more or less the same as those in use for normal chil­dren. In Germany, especially, a friend who had gone there in order to help me in my researches, noticed that although special materials existed here and there in the pedagogical museums of the schools for deficients, these materials were rarely used. Indeed, the German edu­cators hold the principle that it is well to adapt to the teaching of backward children, the same method used for normal ones; but these methods are much more objec­tive in Germany than with us.
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