A brief description such as this, of the _means_ which are used in the
"Children's House," may perhaps give the reader the impression of a
logical and convincing system of education. But the importance of my
method does not lie in the organization itself, but _in the effects
which it produces on the child_. It is the _child_ who proves the
value of this method by his spontaneous manifestations, which seem to
reveal the laws of man's inner development.[B] Psychology will perhaps
find in the "Children's Houses" a laboratory which will bring more
truths to light than thus hitherto recognized; for the essential
factor in psychological research, especially in the field of
psychogenesis, the origin and development of the mind, must be the
establishment of normal conditions for the free development of
thought.
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[B] See the chapters on Discipline in my larger works.
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As is well known, we leave the children _free_ in their work, and in
all actions which are not of a disturbing kind. That is, we
_eliminate_ disorder, which is "bad," but allow to that which is
orderly and "good" the most complete liberty of manifestation.
The results obtained are surprising, for the children have shown a
love of work which no one suspected to be in them, and a calm and an
orderliness in their movements which, surpassing the limits of
correctness have entered into those of "grace." The spontaneous
discipline, and the obedience which is seen in the whole class,
constitute the most striking result of our method.
The ancient philosophical discussion as to whether man is born good or
evil is often brought forward in connection with my method, and many
who have supported it have done so on the ground that it provides a
demonstration of man's natural goodness. Very many others, on the
contrary, have opposed it, considering that to leave children free is
a dangerous mistake, since they have in them innate tendencies to
evil.