In such an attitude ought we to await the miracles of the inner life, its expansions and also its unforeseen and surprising explosions; just as the intelligent mother, only giving her baby nourishment and rest, contemplates it, seeing it grow, and awaits the manifestations of nature: the first tooth, the first word, and finally the action by which the baby will one day rise to his feet and walk.
But to ensure the psychical phenomena of growth, we must prepare the "environment" in a definite manner, and from this environment offer the child the external means directly necessary for him.
This is the positive fact which my experiment has rendered concrete. Hitherto the liberty of the child has been vaguely discussed; no clearly defined limit has been established between liberty and abandonment. We were told: "Liberty has its limits," "Liberty must be properly understood." But a special method indicating "how liberty should be interpreted, and what is the intuitive quid which ought to co-exist with it," had not been determined.
The establishment of such a method should open up a new path to all education.
It is therefore necessary that the environment should contain the means of auto-education. These means cannot be "taken at random"; they represent the result of an experimental study which cannot be undertaken by all, because a scientific preparation is necessary for such delicate work; besides, like all experimental study, it is laborious, prolonged, and exact. Many years of research are required, before the means really necessary for psychical development can be set forth. Those educationalists who leave the great question of the liberty of the pupil to the good sense or to the preparation of the master are very far from solving the problem of liberty. The greatest scientist, or the person most fitted by nature to teach, could never of himself discover such, because, to preparation and natural gifts, the further factor of time must be added—the long period of preparatory experiment. Therefore a science which has already provided the means for self-education must exist beforehand. To-day, he who speaks of liberty in the schools ought at the same time to exhibit objects—approximating to a scientific apparatus—which will make such liberty possible.
The scientific instrument must be constructed upon a basis of exactitude. Just as the lenses of the physicist are constructed in accordance with the laws of the refraction of light, so the pedagogic instrument should be based on the psychical manifestations of the child.
Such an instrument may be compared to a systematized "mental test." It is not, however, established upon a basis of external measurement, for the purpose of estimating the amount of instantaneous psychical reaction which it produces; it is, on the contrary, a stimulus which is itself determined by the psychical reactions it is capable of producing and maintaining permanently. It is the psychical reaction, therefore, that in this case determines and establishes the systematic "mental test." The psychical reaction which constitutes the sole basis of comparison in the determination of the tests, is a polarization of the attention, and the repetition of the actions related to it. When a stimulus corresponds in this manner to the "reflex personality," it serves, not to measure but to maintain a lively reaction; it is therefore a stimulus to the "internal formation." Indeed, upon such activity, awakened and maintained, the accompanying organism initiates its internal elaborations in relation to the stimuli.
This does not penetrate into the ancient ambit of pedagogy as a science that measures the personality, as the experimental psychology introduced in schools has hitherto done, but as a science that transforms the personality, and is therefore capable of taking its stand as a true and real pedagogy. Whereas the ancient pedagogy in all its various interpretations started from the conception of a "receptive personality"—one, that is to say, which was to receive instructions and to be passively formed, this scientific departure starts from the conception of an active personality—reflex and associative—developing itself by a series of reactions induced by systematic stimuli which have been determined by experiment. This new pedagogy accordingly belongs to the series of modern sciences, and not to antique speculations, although it is not directly based on the purely metric studies of "positive psychology." But the "method," which informs it—namely, experiment, observation, evidence or proof, the recognition of new phenomena, their reproduction and utilization, undoubtedly place it among the experimental sciences.