42 THE MONTESSORI METHOD
cian. I translated it with the help of an English friend. This volume did not add much in the way of new pedagogical experiments, but dealt with the philosophy of the experiences described in the first volume. The man who had studied abnormal children for thirty years expressed the idea that the physiological method, which has as its base the individual study of the pupil and which forms its educative methods upon the analysis of physiological and psychological phenomena, must come also to be applied to normal children. This step, he believed, would show the way to a complete human regeneration.
The voice of Seguin seemed to be like the voice of the forerunner crying in the wilderness, and my thoughts were filled with the immensity and importance of a work which should be able to reform the school and education.
At this time I was registered at the University as a student of philosophy, and followed the courses in experimental psychology, which had only recently been established in Italian universities, namely, at Turin, Rome and Naples. At the same time I made researches in Pedagogic Anthropology in the elementary schools, studying in this way the methods in organisation used for the education of normal children. This work led to the teaching of Pedagogic Anthropology in the University of Rome.
I had long wished to experiment with the methods for deficients in a first elementary class of normal children, but I had never thought of making use of the homes or institutions where very young children were cared for. It was pure chance that brought this new idea to my mind.
It was near the end of the year 1906, and I had just returned from Milan, where I had been one of a committee at the International Exhibition for the assignment of