On the other hand, the picture of psychological development, even though it be incomplete, which is shown to us in our experiments, demonstrates the subtlety with which it is necessary to present to the child the means of his development and, above all, to respect his liberty; conditions which are essential to ensure that psychical phenomena be revealed and may constitute a true "material for observation"; all this demands a special environment, and the preparation of a practical staff, forming a whole infinitely superior in complexity and in organization to the ordinary natural science laboratories. Such a laboratory can only be the most perfect school, organized according to scientific methods, where the teacher is a person answering to the "preparer" graduate. True, all schools would not achieve this lofty scientific ideal. But it is indisputable that schools and teachers should all be directing their efforts towards the domain of the experimental sciences. The psychical salvation of children is based upon the means and the liberty to live, and these should become another of the "natural rights" accorded to the new generations; established as a social and philosophic conception, it should supersede the present "obligation to provide instruction," which is a burden not only on State economy but also on the vigor of posterity. If the psychical phenomena of the children in the national schools do not tend to enrich psychology, they become ends in themselves, just as the beauty of Nature is an end in itself. The new school, indeed, must not be created for the service of a science, but for the service of living humanity; and teachers will be able to rejoice in the contemplation of lives unfolding under their eyes, without sharing the spectacle with science, wrapped in a holy egoism which will exalt their spirits as does every intimate contact with living souls. It is unquestionable that with this method of education the preparation of the teacher must be made _ex novo_, and that the personality and social importance of the instructress will be transformed thereby. Even after the first desultory experiments hitherto made, a new type of mistress has been evolved; instead of facility in speech, she has to acquire the power of silence; instead of teaching, she has to observe; instead of the proud dignity of one who claims to be infallible, she assumes the vesture of humility. * * * * *