H A P T E Si CRITICAL CONSIDERATIONS ON SCIENCE APPLIED TO THE SCHOOL1 I HAVE no intention of producing a treatise on Scientific Pedagogy; these preliminary notes have the modest aim of making known the rather interesting results of a teaching experience which would seem to open up a way for the practical application of new methods, capable of giving to teaching a wider application of scientific experiments without depriving it of its natural bases on theoritical principles. It is asserted in an exaggerated manner, and has been talked of for many years, that pedagogy,, as has already been done in medicine, should tend to forsake the purely theoritical fields in order to set its bases on the positive findings of experiments. The physiological or experi- mental psychology which, from Weber and Fechner to Wundt and Binet, has come to be organized into a new science, would seem to be destined to furnish for it that substratum of pre- paration which the old psychology furnished to philosophic pedagogy. And morphological anthropology also, when ap- plied to the physical study of the pupils, appears to furnish another link with the new pedagogy. But the truth is that the 3 The reader must keep in mind that these notes form part of the text of this book when it first appeared in 1909.