". . .To lead the child from the education of the senses to ideas."
The sense exercises constitute a species of auto-education, which, if these exercises be many times repeated, leads to a perfecting of the child's psychosensory processes. The directress must intervene to lead the child from sensations to ideas — from the concrete to the abstract, and to the association of ideas. For this, she should use a method tending to isolate the inner attention of the child and to fix it upon the perceptions — as in the first lessons his objective attention was fixed, through isolation, upon single stimuli.
The teacher, in other words, when she gives a lesson must seek to limit the field of the child's consciousness to to object of the lesson, as, for example, during the sense education she isolated the sense which she wished the child to exercise.
For this, knowledge of a special technique is necessary. The educator must, " to the greatest possible extent, limit his intervention; yet he must not allow the child to weary himself in an undue effort of auto-education/'
It is here, that the factor of individual limitation and differing degrees of perception are most keenly felt in the teacher. In other words, in the quality of this inter-