The Montessori Method. Maria Montessori MontessoriЧитать онлайн книгу.
science lending itself to this hypocrisy, fabricating machines! Not only this; obliging science goes farther still, perfecting the benches in such a way as to permit to the greatest possible extent the immobility of the child, or, if you wish, to repress every movement of the child.
It is all so arranged that, when the child is well-fitted into his place, the desk and chair themselves force him to assume the position considered to be hygienically comfortable. The seat, the foot-rest, the desks are arranged in such a way that the child can never stand at his work. He is allotted only sufficient space for sitting in an erect position. It is in such ways that schoolroom desks and benches have advanced toward perfection. Every cult of the so-called scientific pedagogy has designed a model scientific desk. Not a few nations have become proud of their “national desk,”—and in the struggle of competition these various machines have been patented.
Undoubtedly there is much that is scientific underlying the construction of these benches. Anthropology has been drawn upon in the measuring of the body and the diagnosis of the age; physiology, in the study of muscular movements; psychology, in regard to perversion of instincts; and, above all, hygiene, in the effort to prevent curvature of the spine. These desks were indeed scientific, following in their construction the anthropological study of the child. We have here, as I have said, an example of the literal application of science to the schools.
I believe that before very long we shall all be struck with great surprise by this attitude. It will seem incomprehensible that the fundamental error of the desk should not have been revealed earlier through the attention given to the study of infant hygiene, anthropology, and sociology, and through the general progress of thought. The marvel is greater when we consider that during the past years there has been stirring in almost every nation a movement toward the protection of the child.
I believe that it will not be many years before the public, scarcely believing the descriptions of these scientific benches, will come to touch with wondering bands the amazing seats that were constructed for the purpose of preventing among our school children curvature of the spine!
The development of these scientific benches means that the pupils were subjected to a régime, which, even though they were born strong and straight, made it possible for them to become humpbacked! The vertebral column, biologically the most primitive, fundamental, and oldest part of the skeleton, the most fixed portion, of our body, since the skeleton is the most solid portion of the organism—the vertebral column, which resisted and was strong through the desperate struggles of primitive man when he fought against the desert-lion, when he conquered the mammoth, when he quarried the solid rock and shaped the iron to his uses, bends, and cannot resist, under the yoke of the school.
It is incomprehensible that so-called science should have worked to perfect an instrument of slavery in the school without being enlightened by one ray from the movement of social liberation, growing and developing throughout the world. For the age of scientific benches was also the age of the redemption of the working classes from the yoke of unjust labor.
The tendency toward social liberty is most evident, and manifests itself on every hand. The leaders of the people make it their slogan, the labouring masses repeat the cry, scientific and socialistic publications voice the same movement, our journals are full of it. The underfed workman does not ask for a tonic, but for better economic conditions which shall prevent malnutrition. The miner who, through the stooping position maintained during many hours of the day, is subject to inguinal rupture, does not ask for an abdominal support, but demands shorter hours and bettor working conditions, in order that he may be able to lead a healthy life like other men.
And when, during this same social epoch, we find that the children in our schoolrooms are working amid unhygienic conditions, so poorly adapted to normal development that even the skeleton becomes deformed, our response to this terrible revelation is an orthopedic bench. It is much as if we offered to the miner the abdominal brace, or arsenic to the underfed workman.
Some time ago a woman, believing me to be in sympathy with all scientific innovations concerning the school, showed me with evident satisfaction a corset or brace for pupils. She had invented this and felt that it would complete the work of the bench.
Surgery has still other means for the treatment of spinal curvature. I might mention orthopedic instruments, braces, and a method of periodically suspending the child, by the head or shoulders, in such a fashion that the weight of the body stretches and thus straightens the vertebral column. In the school, the orthopedic instrument in the shape of the desk is in great favour to-day; someone proposes the brace—one step farther and it will be suggested that we give the scholars a systematic course in the suspension method!
All this is the logical consequence of a material application of the methods of science to the decadent school. Evidently the rational method of combating spinal curvature in the pupils, is to change the form of their work—so that they shall no longer be obliged to remain for so many hours a day in a harmful position. It is a conquest of liberty which the school needs, not the mechanism of a bench.
Even were the stationary seat helpful to the child’s body, it would still be a dangerous and unhygienic feature of the environment, through the difficulty of cleaning the room perfectly when the furniture cannot be moved. The foot-rests, which cannot be removed, accumulate the dirt carried in daily from the street by the many little feet. To-day there is a general transformation in the matter of house furnishings. They are made lighter and simpler so that they may be easily moved, dusted, and even washed. But the school seems blind to the transformation of the social environment.
It behooves us to think of what may happen to the spirit of the child who is condemned to grow in conditions so artificial that his very bones may become deformed. When we speak of the redemption of the workingman, it is always understood that beneath the most apparent form of suffering, such as poverty of the blood, or ruptures, there exists that other wound from which the soul of the man who is subjected to any form of slavery must suffer. It is at this deeper wrong that we aim when we say that the workman must be redeemed through liberty. We know only too well that when a man’s very blood has been consumed or his intestines wasted away through his work, his soul must have lain oppressed in darkness, rendered insensible, or, it may be, killed within him. The moral degradation of the slave is, above all things, the weight that opposes the progress of humanity—humanity striving to rise and held back by this great burden. The cry of redemption speaks far more clearly for the souls of men than for their bodies.
What shall we say then, when the question before us is that of educating children?
We know only too well the sorry spectacle of the teacher who, in the ordinary schoolroom, must pour certain cut and dried facts into the heads of the scholars. In order to succeed in this barren task, she finds it necessary to discipline her pupils into immobility and to force their attention. Prizes and punishments are every-ready and efficient aids to the master who must force into a given attitude of mind and body those who are condemned to be his listeners.
It is true that to-day it is deemed expedient to abolish official whippings and habitual blows, just as the awarding of prizes has become less ceremonious. These partial reforms are another prop approved of by science, and offered to the support of the decadent school. Such prizes and punishments are, if I may be allowed the expression, the bench of the soul, the instrument of slavery for the spirit. Here, however, these are not applied to lessen deformities, but to provoke them. The prize and the punishment are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them. The jockey offers a piece of sugar to his horse before jumping into the saddle, the coachman beats his horse that he may respond to the signs given by the reins; and, yet, neither of these runs so superbly as the free horse of the plains.
And here, in the case of education, shall man place the yoke upon man?
True, we say that social man is natural man yoked to society. But if we give a comprehensive glance to the moral progress of society, we shall see that little by little, the yoke is being made easier, in other words, we shall see that nature, or life, moves gradually toward triumph. The yoke of the slave yields to that of the servant, and the yoke of the servant to that of the workman.
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