But in spite of all these tendencies, Scientific Pedagogy has never yet been definitely constructed nor defined. It is something vague of which we speak, but which does not,[Pg 2] in reality, exist. We might say that it has been, up to the present time, the mere intuition or suggestion of a science which, by the aid of the positive and experimental sciences that have renewed the thought of the nineteenth century, must emerge from the mist and clouds that have surrounded it.