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The essentially psychological character of the preliminary work must now be supplemented by the collaboration of specialists in each subject, in order to ensure the establishment of that aggregate of means necessary and sufficient to incite to auto-education.
If, on the other hand, the material be insufficient, and the primary auto-exercise incapable of leading the child on to that maturity which causes him to ascend, there will be no explosion of that spontaneous phenomenon of abstraction which is the second stage of an auto-education advancing in infinite progression.
The first characteristic which manifests itself in our children, after their process of auto-education has been initiated, is that their reactions become ever more ready and more rapid: a sensory stimulus which might before have passed unobserved or might have roused a languid interest, is vividly perceived.
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.
The desire of the child to attain an end which he knows, leads him to correct himself. It is not a teacher who makes him notice his mistake and shows him how to correct it, but it is a complex work of the child's own intelligence which leads to such a result. Hence at this point there begins the process of auto-education.
A control of error of a totally different kind, and of a much higher order, is that offered by the material of the arithmetical frame, in which the control will consist in the comparison of the child's own work with that of a model, a comparison which denotes a remarkably intelligent effort of will on the part of the child, and places him thenceforth in the true conditions of conscious auto-education.
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