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

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38               THE MONTESSORI METHOD
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 Seguin.
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
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