“Youth is wholly experimental.”

i. 14, ff. 13^vb-14^rb.
Commentarius in Posteriorum Analyticorum Libros (c. 1217-1220)
Context: The experimental universal is acquired by us, whose mind's eye is not purely spiritual, only through the help of the senses. For when the senses several times observe two singular occurrences, of which one is the cause of the other or is related to it in some other way, and they do not see the connection between them... And from this perception repeated again and again and stored in memory, and from the sensory knowledge from which the perception is built up, the functioning of the reasoning begins. The functioning reason therefore begins to wonder and to consider whether things really are as the sensible recollection says, and these two lead the reason to experiment... But when he has administered many times with the sure exclusion of all other things [that could be mistaken for the cause]... then there is formed in the reason this universal... and this is the way in which it comes from sensation to a universal experimental principle.

Original: (it) La vita è una continua sperimentazione dell'ignoto.
Source: prevale.net

Down and Out, 2014

Memoirs of Childhood and Youth (1924)

Original: (it) Il vero sentimento è un test in continua sperimentazione.
Source: prevale.net

Introduction à l'Étude de la Médecine Expérimentale (1865)

Man and Socialism in Cuba (1965)
Context: A school of artistic experimentation is invented, which is said to be the definition of freedom; but this “experimentation” has its limits, imperceptible until there is a clash, that is, until the real problems of individual alienation arise. Meaningless anguish or vulgar amusement thus become convenient safety valves for human anxiety. The idea of using art as a weapon of protest is combated. Those who play by the rules of the game are showered with honors — such honors as a monkey might get for performing pirouettes. The condition is that one does not try to escape from the invisible cage.

Robert Grosseteste and the Origins of Experimental Science 1100-1700 (1953)

Source: The Montessori Method (1912), Ch. 1 : A Critical Consideration of the New Pedagogy in its Relation to Modern Science, p. 7.
Context: To prepare teachers in the method of the experimental sciences is not an easy matter. When we shall have instructed them in anthropometry and psychometry in the most minute manner possible, we shall have only created machines, whose usefulness will be most doubtful. Indeed, if it is after this fashion that we are to initiate our teachers into experiment, we shall remain forever in the field of theory. The teachers of the old school, prepared according to the principles of metaphysical philosophy, understood the ideas of certain men regarded as authorities, and moved the muscles of speech in talking of them, and the muscles of the eye in reading their theories. Our scientific teachers, instead, are familiar with certain instruments and know how to move the muscles of the hand and arm in order to use these instruments; besides this, they have an intellectual preparation which consists of a series of typical tests, which they have, in a barren and mechanical way, learned how to apply.
The difference is not substantial, for profound differences cannot exist in exterior technique alone, but lie rather within the inner man. Not with all our initiation into scientific experiment have we prepared new masters, for, after all, we have left them standing without the door of real experimental science; we have not admitted them to the noblest and most profound phase of such study, — to that experience which makes real scientists.