Scientific Methods As Applied To Child Education In "the Children's Houses"

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32               THE MONTESSORI METHOD
minded, and I expressed my differing opinion in an ad­dress on Moral Education at the Pedagogical Congress of Turin in 1898. I believe that I touched a chord already vibrant, because the idea, making its way among the phy­sicians and elementary teachers, spread in a flash as pre­senting a question of lively interest to the school.
In fact I was called upon by my master, Guido Bac-celli, the great Minister of Education, to deliver to the teachers of Rome a course of lectures on the education of feeble-minded children. This course soon developed into the State Orthophrenic School, which I directed for more than two years.
In this school we had an all-day class of children com­posed of those who in the elementary schools were con­sidered hopelessly deficient. Later on, through the help of a philanthropic organisation, there was founded a Medi­cal Pedagogic Institute where, besides the children from the public schools, we brought together all of the idiot children from the insane asylums in Rome.
I spent these two years with the help of my colleagues in preparing the teachers of Rome for a special method of observation and education of feeble-minded children. Not only did I train teachers, but what was much more im­portant, after I had been in London and Paris for the purpose of studying in a practical way the education of deficients, I gave myself over completely to the actual teaching of the children, directing at the same time the work of the other teachers in our institute.
I was more than an elementary teacher, for I was pres­ent, or directly taught the children, from eight in the morning to seven in the evening without interruption. These two years of practice are my first and indeed my true degree in pedagogy. From the very beginning of
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