Normal children repeat such exercises many times. This repetition varies according to the individual. Some children after having completed the exercise five or six times are tired of it. Others will remove and replace the pieces at least twenty times, with an expression of evident interest. Once, after I had watched a little one of four years repeat this exercise sixteen times, I had the other children sing in order to distract her, but she continued unmoved to take out the cylinders, mix them up and put them back in their places.
An intelligent teacher ought to be able to make most interesting individual psychological observations, and, to a certain point, should be able to measure the length of time for which the various stimuli held the attention.
In fact, when the child educates himself, and when the control and correction of errors is yielded to the didactic material, there remains for the teacher nothing but to observe. She must then be more of a psychologist than a teacher, and this shows the importance of a scientific preparation on the part of the teacher.
Indeed, with my methods, the teacher teaches little and observes much, and, above all, it is her function to direct the psychic activity of the children and their physiological development. For this reason I have changed the name of teacher into that of directress.
At first this name provoked many smiles, for everyone asked whom there was for this teacher to direct, since she had no assistants, and since she must leave her little scholars in liberty. But her direction is much more profound and important than that which is commonly understood, for this teacher directs the life and the soul.
Second. The education of the senses has, as its aim, the refinement of the differential perception of stimuli by means of repeated exercises.
There exists a sensory culture, which is not generally taken into consideration, but which is a factor in esthesiometry.
For example, in the mental tests which are used in France, or in a series of tests which De Sanctis has established for the diagnosis of the intellectual status, I have often seen used cubes of different sizes placed at varying distances. The child was to select the smallest and the largest, while the chronometer measured the time of reaction between the command and the execution of the act. Account was also taken of the errors. I repeat that in such experiments the factor of culture is forgotten and by this I mean sensory culture.
Our children have, for example, among the didactic material for the education of the senses, a series of ten cubes. The first has a base of ten centimetres, and the others decrease, successively, one centimetre as to base, the smallest cube having a base of one centimetre. The exercise consists in throwing the blocks, which are pink in colour, down upon a green carpet, and then building them up into a little tower, placing the largest cube as the base, and then placing the others in order of size until the little cube of one centimetre is placed at the top.
The little one must each time select, from the blocks scattered upon the green carpet, "the largest" block. This game is most entertaining to the little ones of two years and a half, who, as soon as they have constructed the little tower, tumble it down with little blows of the hand, admiring the pink cubes as they lie scattered upon the green carpet. Then, they begin again the construction, building and destroying a definite number of times.