The Montessori Method - Maria Montessori Montessori

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method will be of great assistance in teaching our children to write, but of only incidental assistance in teaching them to read and to spell.

      Once more, then, this Introduction attempts to suggest a compromise. In the school arts the programme used to such good effect in the Italian schools and the programme which has been so well worked out in English and American schools may be profitably combined. We can learn much about writing and reading from Dr. Montessori—especially from the freedom her children have in the process of learning to write and in the use of their newly acquired power, as well as from her device for teaching them to read connected prose. We can use her materials for sense training and lead as she does to easy mastery of the alphabetic symbols. Our own schemes for teaching reading we can retain, and doubtless the phonetic analysis they involve we shall find easier and more effective because of our adoption of the Montessori scheme for teaching the letters. The exact adjustment of the two methods is of course a task for teachers in practice and for educational leaders.

      To all educators this book should prove most interesting. Not many of them will expect that the Montessori method will regenerate humanity. Not many will wish to see it—or any method—produce a generation of prodigies such as those who have been heralded recently in America. Not many will approve the very early acquisition by children of the arts of reading and writing. But all who are fair-minded will admit the genius that shines from the pages which follow, and the remarkable suggestiveness of Dr. Montessori's labors. It is the task of the professional student of education to-day to submit all systems to careful comparative study, and since Dr. Montessori's inventive power has sought its tests in practical experience rather than in comparative investigation, this duller task remains to be done. But however he may scrutinise the results of her work, the educator who reads of it here will honour in the Dottoressa Maria Montessori the enthusiasm, the patience, and the constructive insight of the scientist and the friend of humanity.

      Henry W. Holmes.

      Harvard University,

       February 22, 1912.

       Table of Contents

       Table of Contents

       Table of Contents

      It is not my intention to present a treatise on Scientific Pedagogy. The modest design of these incomplete notes is to give the results of an experiment that apparently opens the way for putting into practice those new principles of science which in these last years are tending to revolutionise the work of education.

      Much has been said in the past decade concerning the tendency of pedagogy, following in the footsteps of medicine, to pass beyond the purely speculative stage and base its conclusions on the positive results of experimentation. Physiological or experimental psychology which, from Weber and Fechner to Wundt, has become organised into a new science, seems destined to furnish to the new pedagogy that fundamental preparation which the old-time metaphysical psychology furnished to philosophical pedagogy. Morphological anthropology applied to the physical study of children, is also a strong element in the growth of the new pedagogy.

      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, 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. For man, who has formed a new world through scientific progress, must himself be prepared and developed through a new pedagogy. But I will not attempt to speak of this more fully here.

      Several years ago, a well-known physician established in Italy a School of Scientific Pedagogy, the object of which was to prepare teachers to follow the new movement which had begun to be felt in the pedagogical world. This school had, for two or three years, a great success, so great, indeed, that teachers from all over Italy flocked to it, and it was endowed by the City of Milan with a splendid equipment of scientific material. Indeed, its beginnings were most propitious, and liberal help was afforded it in the hope that it might be possible to establish, through the experiments carried on there, "the science of forming man."

      The enthusiasm which welcomed this school was, in a large measure, due to the warm support given it by the distinguished anthropologist, Giuseppe Sergi, who for more than thirty years had earnestly laboured to spread among the teachers of Italy the principles of a new civilisation based upon education. "To-day in the social world," said Sergi, "an imperative need makes itself felt—the reconstruction of educational methods; and he who fights for this cause, fights for human regeneration." In his pedagogical writings collected in a volume under the title of "Educazione ed Istruzione" (Pensieri),[1] he gives a résumé of the lectures in which he encouraged this new movement, and says that he believes the way to this desired regeneration lies in a methodical study of the one to be educated, carried on under the guidance of pedagogical anthropology and of experimental psychology.

      "For several years I have done battle for an idea concerning the instruction and education of man, which appeared the more just and useful the more deeply I thought upon it. My idea was that in order to establish natural, rational methods, it was essential that we make numerous, exact, and rational observations of man as an individual, principally during infancy, which is the age at which the foundations of education and culture must be laid.

      "To measure the head, the height, etc., does not indeed mean that we are establishing a system of pedagogy, but it indicates the road which we may follow to arrive at such a system, since if we are to educate an individual, we must have a definite and direct knowledge of him."

      The authority of Sergi was enough to convince many that, given such a knowledge of the individual, the art of educating him would develop naturally. This, as often happens, led to a confusion of ideas among his followers, arising now from a too literal interpretation, now from an exaggeration, of the master's ideas. The chief trouble lay in confusing the experimental study of the pupil, with his education. And since the one was the road leading to the other, which should have grown from it naturally and rationally, they straightway gave the name of Scientific Pedagogy to what was in truth pedagogical anthropology. These new converts carried as their banner, the "Biographical Chart," believing that once this ensign was firmly planted upon the battle-field of the school, the victory would be won.

      The so-called School of Scientific Pedagogy, therefore, instructed the teachers in the taking of anthropometric measurements, in the use of esthesiometric instruments, in the gathering of Psychological Data—and the army of new scientific teachers was formed.

      It should be said that in this movement Italy showed herself to be abreast of the times. In France, in England, and especially in America, experiments have been made in the elementary schools, based upon a study of anthropology and psychological pedagogy, in the hope of finding in anthropometry and psychometry, the regeneration of the school. In these attempts it has rarely been the teachers who have carried on the research; the experiments have been, in most cases, in the hands of physicians who have taken more interest in their especial science than in education. They have usually sought to get from their experiments some contribution to psychology, or anthropology, rather than to attempt to organise their work and their results toward the formation of the long-sought Scientific Pedagogy. To sum up the situation briefly, anthropology and psychology have never devoted themselves to the question of educating children in the schools, nor have the scientifically trained teachers ever measured up

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