THE TRIUMPHAL CHARIOT 395~ psychological sensibilities found only in the creative period of" growth. Credit therefore should not be given to our scientific work,. neither to the method we used with defective children as applied to the education of normal children. The point of departure for' any true understanding of our work is not to consider a ** method of education5* rather the reverse: the method is the consequence- of having assisted the development of psychological phenomena which had remained unobserved and hence unknown for thousands • of years. The problem, therefore, is not pedagogic; fi but psychologic * ;: and the education which aids life is a problem which concerns- humanity.