The Montessori Method. Maria Montessori Montessori

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      At the Bicêtre, where I spent some time, I saw that it was the didactic apparatus of Séguin far more than his method which was being used, although, the French text was in the hands of the educators. The teaching there was purely mechanical, each teacher following the rules according to the letter. I found, however, wherever I went, in London as well as in Paris, a desire for fresh counsel and for new experiences, since far too often Séguin’s claim that with his methods the education of idiots was actually possible, had proved only a delusion.

      After this study of the methods in use throughout Europe I concluded my experiments upon the deficients of Rome, and taught them throughout two years. I followed Séguin’s book, and also derived much help from the remarkable experiments of Itard.

      Guided by the work of these two men, I had manufactured a great variety of didactic material. These materials, which I have never seen complete in any institution, became in the hands of those who knew how to apply them, a most remarkable and efficient means, but unless rightly presented, they failed to attract the attention of the deficients.

      I felt that I understood the discouragement of those working with feeble-minded children, and could see why they had, in so many cases, abandoned the method. The prejudice that the educator must place himself on a level with the one to be educated, sinks the teacher of deficients into a species of apathy. He accepts the fact that he is educating an inferior personality, and for that very reason he does not succeed. Even so those who teach little children too often have the idea that they are educating babies and seek to place themselves on the child’s level by approaching him with games, and often with foolish stories. Instead of all this, we must know how to call to the man which lies dormant within the soul of the child. I felt this, intuitively, and believed that not the didactic material, but my voice which called to them, awakened the children, and encouraged them to use the didactic material, and through it, to educate themselves. I was guided in my work by the deep respect which I felt for their misfortune, and by the love which these unhappy children know how to awaken in those who are near them.

      Séguin, too, expressed himself in the same way on this subject. Reading his patient attempts, I understand clearly that the first didactic material used by him was spiritual. Indeed, at the close of the French volume, the author, giving a résumé of his work, concludes by saying rather sadly, that all he has established will be lost or useless, if the teachers are not prepared for their work. He holds rather original views concerning the preparation of teachers of deficients. He would have them good to look upon, pleasant-voiced, careful in every detail of their personal appearance, doing everything possible to make themselves attractive. They must, he says, render themselves attractive in voice and manner, since it is their task to awaken souls which are frail and weary, and to lead them forth to lay hold upon the beauty and strength of life.

      This belief that we must act upon the spirit, served as a sort of secret key, opening to me the long series of didactic experiments so wonderfully analysed by Edward Séguin,—experiments which, properly understood, are really most efficacious in the education of idiots. I myself obtained most surprising results through their application, but I must confess that, while my efforts showed themselves in the intellectual progress of my pupils, a peculiar form of exhaustion prostrated me. It was as if I gave to them some vital force from within me. Those things which we call encouragement, comfort, love, respect, are drawn from the soul of man, and the more freely we give of them, the more do we renew and reinvigorate the life about us.

      Without such inspiration the most perfect external stimulus may pass unobserved. Thus the blind Saul, before the glory of the sun, exclaimed, “This?—It is the dense fog!”

      Thus prepared, I was able to proceed to new experiments on my own account. This is not the place for a report of these experiments, and I will only note that at this time I attempted an original method for the teaching of reading and writing, a part of the education of the child which was most imperfectly treated in the works of both Itard and Séguin.

      I succeeded in teaching a number of the idiots from the asylums both to read and to write so well that I was able to present them at a public school for an examination together with normal children. And they passed the examination successfully.

      These results seemed almost miraculous to those who saw them. To me, however, the boys from the asylums had been able to compete with the normal children only because they had been taught in a different way. They had been helped in their psychic development, and the normal children had, instead, been suffocated, held back. I found myself thinking that if, some day, the special education which had developed these idiot children in such a marvellous fashion, could be applied to the development of normal children, the “miracle” of which my friends talked would no longer be possible. The abyss between the inferior mentality of the idiot and that of the normal brain can never be bridged if the normal child has reached his full development.

      While everyone was admiring the progress of my idiots, I was searching for the reasons which could keep the happy healthy children of the common schools on so low a plane that they could be equalled in tests of intelligence by my unfortunate pupils!

      One day, a directress in the Institute for Deficients, asked me to read one of the prophecies of Ezekiel which had made a profound impression upon her, as it seemed to prophesy the education of deficients.

      “The hand of the Lord was upon me, and carried me out in the spirit of the Lord, and set me down in the midst of the valley which was full of bones.

      “And caused me to pass by them round about: and, behold, there were very many in the open valley; and, lo, they were very dry.

      “And he said unto me, Son of man, can these bones live? And I answered, O Lord God, thou knowest.

      “Again he said unto me, Prophesy upon these bones, and say unto them, O ye dry hones, hear the word of the Lord.

      “Thus saith the Lord God unto these bones; Behold, I will cause breath to enter into you, and ye shall live:

      “And I will lay sinews upon you, and will bring up flesh upon you, and cover you with skin, and put breath in you, and ye shall live; and ye shall know that I am the Lord.

      “So I prophesied as I was commanded: and as I prophesied, there was a noise, and behold a shaking, and the bones came together, bone to his bone.

      “And when I beheld, lo, the sinews and the flesh came up upon them, and the skin covered them above: but there was no breath in them.

      “Then said he unto me, Prophesy unto the wind, prophesy, son of man, and say to the wind, Thus saith the Lord God; Come from the four winds, O breath, and breathe upon these slain, that they may live.

      “So I prophesied as He commanded me, and the breath came into them, and they lived, and stood up upon their feet, an exceeding great army.

      “Then he said unto me, Son of man, these bones are the whole house of Israel: behold, they say, Our bones are dried, and our hope is lost: we are cut off for our parts.”

      In fact, the words—“I will cause breath to enter into you, and ye shall live,” seem to me to refer to the direct individual work of the master who encourages, calls to, and helps his pupil, preparing him for education. And the remainder—“I will lay sinews upon you, and will bring up flesh upon you,” recalled the fundamental phrase which sums up Séguin’s whole method,—“to lead the child, as it were, by the hand, from the education of the muscular system, to that of the nervous system, and of the senses.” It was thus that Séguin taught the idiots how to walk, how to maintain their equilibrium in the most difficult movements of the body—such as going up stairs, jumping, etc., and finally, to feel, beginning the education of the muscular sensations by СКАЧАТЬ