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For schools beyond the primary grade there will be no doubt as to the answer to this question. There are many ways in which school work may safely be kept from being the deadening and depressing process it so often is, but the giving up of all fixed and limited schedules and the prescriptions of class teaching is not one of them. Even if complete liberty of individual action were possible in schools of higher grade, it is not certain that it would be desirable: for we must learn to take up many of our purposes in life under social imperative. But with young children the question becomes more difficult. What work do we wish to make sure that each child does? If our schools can keep but half a day, is there time enough for every child to cover this work without group teaching at stated times? Is the prescription and restraint involved in such group teaching really enough to do the children any harm or to make our teaching less effective? Can we not give up prescription altogether for parts of the work and minimise it for others? The general question of individual liberty is thus reduced to a series of practical problems of adjustment. It is no longer a question of total liberty or no liberty at all, but a question of the practical mediation of these extremes. When we consider, furthermore, that the teacher’s skill and the attractiveness of her personality, the alluring power of the didactic apparatus and the ease with which it enables children to learn, to say nothing of a cheerful and pleasant room and the absence of set desks and seats, may all work together to prevent scheduled teaching in groups from becoming in the least an occasion for restraint, it is plain that in any given school there may be ample justification for abating the rigour of Dr. Montessori’s principle of freedom. Every school must work out its own solution of the problem in the face of its particular conditions.
The adoption of sense-training would seem to be much less a matter for variable decision. Some children may need less than others, but for all children between the ages of three and five the Montessori material will prove fascinating as well as profitable. A good deal of modern educational theory has been based on the belief that children are interested only in what has social value, social content, or “real use”; yet a day with any normal child will give ample evidence of the delight that children take in purely formal exercises. The sheer fascination of tucking cards under the edge of a rug will keep a baby happy until any ordinary supply of cards is exhausted; and the wholly sensory appeal of throwing stones into the water gives satisfaction enough to absorb for a long time the attention of older children—to say nothing of grown-ups. The Montessori apparatus satisfies sense hunger when it is keen for new material, and it has besides a puzzle-interest which children eagerly respond to. Dr. Montessori subordinates the value of the concrete mental content her material supplies to its value in rendering the senses more acute; yet it is by no means certain that this content—purely formal as it is—does not also give the material much of its importance. Indeed, the refinement of sensory discrimination may not in itself be particularly valuable. What Professor G. M. Whipple says on this point in his Manual of Menial and Physical Tests (p. 130) has much weight:
The use of sensory tests in correlation work is particularly interesting. In general, some writers are convinced that keen discrimination is a prerequisite to keen intelligence, while others are equally convinced that intelligence is essentially conditioned by “higher” processes, and only remotely by sensory capacity—barring, of course, such diminution of capacity as to interfere seriously with the experiencing of sensations, as in partial deafness or partial loss of vision. While it is scarcely the place here to discuss the evolutionary significance of discriminative sensitivity, it may be pointed out that the normal capacity is many times in excess of the actual demands of life, and that it is consequently difficult to understand why nature has been so prolific and generous; to understand, in other words, what is the sanction for the seemingly hypertrophied discriminative capacity of the human sense organs. The usual “teleological explanations” of our sensory life fail to account for this discrepancy. Again, the very fact of the existence of this surplus capacity seems to negative at the outset the notion that sensory capacity can be a conditioning factor in intelligence—with the qualification already noted.
It is quite possible that the real pedagogical value of the Montessori apparatus is due to the fact that it keeps children happily engaged in the exercise of their senses and their fingers when they crave such exercise most and to the further fact that it teaches them without the least strain a good deal about forms and materials. These values are not likely to be much affected by differing school conditions.
In the use of the material for sense-training, English and American teachers may find profit in two general warnings. First, it should not be supposed that sense training alone will accomplish all that Dr. Montessori accomplishes through the whole range of her school activities. To fill up most of a morning with sense-training is to give it (except perhaps in the case of the youngest pupils) undue importance. It is not even certain that the general use of the senses will be much affected by it, to say nothing of the loss of opportunity for larger physical and social activity. Second, the isolation of the senses should be used with some care. To shut off sight is to take one step toward sleep, and the requirement that a child concentrate his attention, in this situation, on the sense perceptions he gets by other means than vision must not be maintained too long. No small strain is involved in mental action without the usual means of information and control.
The proposal, mentioned above, of a feasible combination of the Montessori system and the kindergarten may now be set forth. If it is put very briefly and without defense or prophecy, it is because it is made without dogmatism, simply in the hope that it will prove suggestive to some open-minded teacher who is willing to try out any scheme that promises well for her pupils. The conditions supposed are those of the ordinary American public-school kindergarten, with a two-year programme beginning with children three and a half or four years old, a kindergarten with not too many pupils, with a competent kindergartner and assistant kindergartner, and with some help from training-school students.
The first proposal is for the use of the Montessori material during the better part of the first year instead of the regular Froebelian material. To the use of the Montessori devices—including the gymnastic apparatus—some of the time now devoted to pictures and stories should also be applied. It is not suggested that no Froebelian material should be used, but that the two systems be woven into each other, with a gradual transition from the free, individual use of the Montessori objects to the same sort of use of the large sizes of the Froebel gifts, especially the second, third, and fourth. When the children seem to be ready for it, a certain amount of more formal work with the gifts should be begun. In the second year the Froebelian gift work should predominate, without absolute exclusion of the Montessori exercises. In the latter part of the second year the Montessori exercises preparatory to writing should be introduced. Throughout the second year the full time for stories and picture work should be given to them, and in both years the morning circle and the games should be carried on as usual. The luncheon period should of course remain the same. One part of Dr. Montessori’s programme the kindergartner and her assistant should use every effort to incorporate in their work—the valuable training in self-help and independent action afforded in the care of the materials and equipment by the children themselves. This need not be confined to the Montessori apparatus. Children who have been trained to take out, use, and put away the Montessori objects until they are ready for the far richer variety of material in the Froebelian system, should be able to care for it also. Of course if there are children who can return in the afternoon, it would be very interesting to attempt the gardening, which both Froebel and Montessori recommend, and the Montessori vase-work.
For the possible scorn of those to whom all compromise is distasteful, the author of this Introduction seeks but one compensation—that any kindergartner who may happen to adopt his suggestion will let him study the results.
As to the use of the Montessori system in the home, one or two remarks must suffice. In the first place, parents should not expect that the mere presence