The Montessori Method. Maria Montessori MontessoriЧитать онлайн книгу.
| Dr. Montessori giving a lesson in touching geometrical insets | Frontispiece |
| FACING PAGE | |
| Dr. Montessori in the garden of the school at Via Giusti | 144 |
| Children learning to button and lace. Ribbon and button frames | 145 |
| Children playing a game with tablets of coloured silk | 186 |
| Girl touching a letter and boy telling objects by weight | 187 |
| Pupils arranging colours in chromatic order | 187 |
| Didactic apparatus to teach differentiation of objects | 190 |
| Blocks by which children are taught thickness, length and size | 191 |
| Geometric insets to teach form | 194 |
| Geometric insets and cabinet | 195 |
| Cards used in teaching form and contour | 196 |
| Frames illustrating lacing; shoe buttoning; buttoning of other garments; hooks and eyes | 200 |
| Tablets with silk, for educating the chromatic sense | 201 |
| Didactic apparatus for training the sense of touch, and for teaching writing | 282 |
| Children touching letters and making words with cardboard script | 283 |
| Montessori children eating dinner | 348 |
| School at Tarrytown, N. Y. | 349 |
INTRODUCTION
An audience already thoroughly interested awaits this translation of a remarkable book. For years no educational document has been so eagerly expected by so large a public, and not many have better merited general anticipation. That this widespread interest exists is due to the enthusiastic and ingenious articles in McClure's Magazine for May and December, 1911, and January, 1912; but before the first of these articles appeared a number of English and American teachers had given careful study to Dr. Montessori's work, and had found it novel and important. The astonishing welcome accorded to the first popular expositions of the Montessori system may mean much or little for its future in England and America; it is rather the earlier approval of a few trained teachers and professional students that commends it to the educational workers who must ultimately decide upon its value, interpret its technicalities to the country at large, and adapt it to English and American conditions. To them as well as to the general public this brief critical Introduction is addressed.
It is wholly within the bounds of safe judgment to call Dr. Montessori's work remarkable, novel, and important. It is remarkable, if for no other reason, because it represents the constructive effort of a woman. We have no other example of an educational system—original at least in its systematic wholeness and in its practical application—worked out and inaugurated by the feminine mind and hand. It is remarkable, also, because it springs from a combination of womanly sympathy and intuition, broad social outlook, scientific training, intensive and long-continued study of educational problems, and, to crown all, varied and unusual experience as a teacher and educational leader. No other woman who has dealt with Dr. Montessori's problem—the education of young children—has brought to it personal resources so richly diverse as hers. These resources, furthermore, she has devoted to her work with an enthusiasm, an absolute abandon, like that of Pestalozzi and Froebel, and she presents her convictions with an apostolic ardour which commands attention. A system which embodies such a capital of human effort could not be unimportant. Then, too, certain aspects of the system are in themselves striking and significant: it adapts to the education of normal children methods and apparatus originally used for deficients; it is based on a radical conception of liberty for the pupil; it entails a highly formal training of separate sensory, motor, and mental capacities; and it leads to rapid, easy, and substantial mastery of the elements of reading, writing, and arithmetic. All this will be apparent to the most casual reader of this book.
None of these things, to be sure, is absolutely new in the educational world. All have been proposed in theory; some have been put more or less completely into practice. It is not unjust, for instance, to point out that much of the material used by Dr. Walter S. Fernald, Superintendent of the Massachusetts Institution for the Feeble-Minded at Waverley, is almost identical with the Montessori material, and that Dr. Fernald has long maintained that it could be used to good effect in the education of normal children. (It may interest American readers to know that Séguin, on whose work that of Dr. Montessori is based, was once head of the school at Waverley.) So, too, formal training in various psycho-physical processes has been much urged of late by a good many workers in experimental pedagogy, especially by Meumann. But before Montessori, no one had produced a system in which the elements named above were combined. She conceived it, elaborated it in practice, and established it in schools. It is indeed the final result, as Dr. Montessori proudly asserts, of years of experimental effort both on her own part and on the part of her great predecessors; but the crystallisation of these experiments in a programme of education for normal children is due to Dr. Montessori alone. The incidental features which she has frankly taken over from other modern educators she has chosen because they fit into the fundamental form of her own scheme, and she has unified them all in her general conception of method. The system is not original in the sense in which Froebel's system was original; but as a system it is the novel product of a single woman's creative genius.
As such, no student of elementary education ought to ignore it. The system doubtless fails to solve all the problems in the education of young children; possibly some of the solutions it proposes are partly or completely mistaken; some are probably unavailable in English and American schools; but a system of education does not have to attain perfection in order to merit study, investigation, and experimental use. Dr. Montessori is too large-minded to claim infallibility, and too thoroughly scientific in her attitude to object to careful scrutiny of her scheme and the thorough testing of its results. She expressly states that it is not yet complete. Practically, it is highly probable that the system ultimately adopted in our schools will combine elements of the Montessori programme with elements of the kindergarten programme, both "liberal" and