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

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54              THE MONTESSORI METHOD
door, or of the good children from the great house who carry food to the sick woman in the neighbouring attic.
To-day all this would be as unreal and artificial as a fairy tale. The poor may no longer learn from their more fortunate neighbours lessons in courtesy and good breed­ing, they no longer have the hope of help from them in cases of extreme need. We have herded them together far from us, without the walls, leaving them to learn of each other, in the abandon of desperation, the cruel lessons of brutality and vice. Anyone in whom the social conscience is awake must see that we have thus created infected re­gions that threaten with deadly peril the city which, wish­ing to make all beautiful and shining according to an aesthetic and aristocratic ideal, has thrust without its walls whatever is ugly or diseased.
When I passed for the first time through these streets, it was as if I found myself in a city upon which some great disaster had fallen. It seemed to me that the shadow of some recent struggle still oppressed the unhappy people who, with something very like terror in their pale faces, passed me in these silent streets. The very silence seemed to signify the life of a community interrupted, broken. !Not a carriage, not even the cheerful voice of the ever-present street vender, nor the sound of the hand-organ playing in the hope of a few pennies, not even these things, so characteristic of poor quarters, enter here to lighten this sad and heavy silence.
Observing these streets with their deep holes, the door­steps broken and tumbling, we might almost suppose that this disaster had been in the nature of a great inundation which had carried the very earth away; but looking about us at the houses stripped of all decorations, the walls broken and scarred, we are inclined to think that it was
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