Education of the Senses
In a pedagogical method which is experimental the education of the senses must undoubtedly assume the greatest importance. Experimental psychology also takes note of movements by means of sense measurements.
Pedagogy, however, although it may profit by psy-chometry is not designed to measure the sensations, but educate the senses. This is a point easily understood, yet one which is often confused. While the proceedings of esthesiometry are not to any great extent applicable to little children, the education of the senses is entirely possible.
We do not start from the conclusions of experimental psychology. That is, it is not the knowledge of the average sense conditions according to the age of the child which leads us to determine the educational applications we shall make. We start essentially from a method, and it is probable that psychology will be able to draw its conclusions from pedagogy so understood, and not vice versa.
The method used by me is that of making a pedagogical experiment with a didactic object and awaiting the spontaneous reaction of the child. This is a method in every way analogous to that of experimental psychology.
I make use of a material which, at first glance, may be confused with psychometric material. Teachers from