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

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CHAPTER XXII
Conclusions and Impressions
In the " Children's Houses," the old-time teacher, who wore herself out maintaining discipline of immobility, and who wasted her breath in loud and continual discourse, has disappeared.
For this teacher we have substituted the didactic ma­terial, which contains within itself the control of errors and which makes auto-education possible to each child. The teacher has thus become a director of the spontaneous work of the children. She is not a passive force, a silent presence.
The children are occupied each one in a different way, and the directress, watching them, can make psycholog­ical observations which, if collected in an orderly way and according to scientific standards, should do much toward the reconstruction of child psychology and the develop­ment of experimental psychology. I believe that I have by my method established the conditions necessary to the development of scientific pedagogy; and whoever adopts this method opens, in doing so, a laboratory of experi­mental pedagogy.
From such work, we must await the positive solution of all those pedagogical problems of which we talk to-day. For through such work there has already come the solu­tion of some of these very questions: that of the liberty of the pupils; auto-education; the establishment of har-
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