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

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ous scientists who followed the research, knew how to give an explanation of the appearance of the sexual forms. Laveran expressed an idea, which was immedi­ately received, that these two forms were degenerate forms of the malarial parasite, and therefore incapable of pro­ducing the changes determining the disease. Indeed, the malaria was apparently cured at the appearance of the two sexual forms of the parasite, the conjunction of the two cells being impossible in the human blood. The the­ory — then recent — of Morel upon human degeneration accompanied by deformity and weakness, inspired Lav­eran in his interpretation, and everybody found the idea of the illustrious pathologist a fortunate one, because it was inspired by the great concepts of the Morellian the­ory.
Had anyone, instead, limited himself to reasoning thus: the original form of the malarial insect is a proto-zoon; it reproduces itself by scission, under our eyes; when the scission is finished, we see two diverse cells, one a half-moon, the other threadlike. These are the feminine and masculine cells which must, by conjunction, alternate the scission,— such a reasoner would have opened the way to the discovery. But so simple sl process of reasoning did not come. We might almost ask our­selves how great would be the world's progress if a special form of education prepared men for pure observation and logical thought.
A great deal of time and intellectual force are lost in the world, because the false seems great and the truth so small and insignificant.
I say all this to defend the necessity, which I feel we face, of preparing the coming generations by means of more rational methods. It is from these generations that
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