Thenceforth all external objects, for the reason that they have forms, dimensions, colors, qualities of smoothness, weight, hardness, etc., are no longer foreign to the mind. There is something in the consciousness of the child which prepares him to _expect_ these things, and invites him to receive them with interest. When the child has added a cognition to the primitive impulse which directs his attention to external things, he has acquired other relations with the world, other forms of interest; these are no longer merely those primitive ones which are bound up with a species of primordial instinct, but have become a discerning interest, based upon the conquests of the intelligence. It is true that all these new conquests are fundamentally and profoundly based upon the _psychical needs_ of the individual; but the intellectual element has now been added, transforming an impulse into a conscious and voluntary quest. The old pedagogic conception, which assumed that to call the attention of the child to the unknown it is necessary to connect it with the known, because it is thus that his interest may be won for the new knowledge to be imparted, grasped but a single detail of the complex phenomenon we now witness after our experiments. If the _known_ is to represent a new source of interest directed towards the unknown, it is essential that it should itself have been acquired in accordance with the tendency of nature; then preceding knowledge will lend interest to objects of ever-increasing complexity and of lofty significance. The culture thus created ensures the possibility of an indefinite _continuation_ in the successive evolution of such formative phenomena. Moreover, this culture itself creates _order_ in the mind: when the teacher, giving her plain and simple lesson, says: This is long, this is short, this is red, this is yellow, etc., she fixes with a single word the clearly marked order of the sensations, classifies, and "catalogues" them. And each impression is perfectly distinct from the other, and has its own determined place in the mind, which may be recalled by a word; thenceforth, new acquisitions will not be thrown aside or mixed together chaotically, but will be duly deposited in their proper places, side by side with previous acquisitions of the same kind, like books in a well-arranged library.