If there be a spiritual force working within the child, by which he may open the door of his attention, the problem which necessarily presents itself is a problem of _liberty_, rather than a problem of pedagogic art effecting the construction of his mind. The bestowal of the nourishment suitable to psychical needs, by means of the external objects, and readiness to respect liberty of development in the most perfect manner possible, are the foundations which, from a logical point of view, should be laid down for the construction of a new pedagogy. It is no longer a question of attempting to create the homunculus, like the chemists of the nineteenth century; but rather of taking the lantern of Diogenes and going in search of the man. A science should establish _by means of experiments_ what is necessary to the primordial psychical requirements of the child; and then we shall witness the development of complex vital phenomena, in which the intelligence, the will, and the character develop together, just as the brain, the stomach, and the muscles of the rationally nourished child develop together. Together with the first psychical exercises, the first coordinated cognitions will be fixed in the child's mind, and the _known_ will begin to exist in him, providing the first germs of an intellectual interest, supplementing his instinctive interest. When this takes place, a state of things begins to establish itself which has some analogy with that mechanism of attention which the pedagogists of to-day take as the basis of the art of teaching. The transition from the known to the unknown, from the simple to the complex, from the easy to the difficult, is reproduced, from a certain point of view; but with special characteristics. The progression _from the known to the unknown_ does not proceed from object to object, as would be assumed by the master who does not bring about the development of ideas from a center, but merely unites them in a chain, without any definite object, allowing the mind to wander aimlessly, though bound to himself. Here, on the other hand, the known establishes itself in the child as a _complex system_ of ideas, which system was actively constructed by the child himself during a series of psychical processes, representing in themselves an internal _formation_, a psychical growth. To bring about such a progress we must offer the child a systematic, complex material, corresponding to his natural instincts. Thus, for instance, by means of our sensory apparatus we offer the child a series of objects capable of drawing his instinctive attention to colors, forms, and sounds, to tactile and baric qualities, etc., and the child, by means of the characteristically prolonged exercises with each object, begins to organize his psychical personality, but at the same time acquires a clear and orderly knowledge of things.