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

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62               THE MONTESSORI METHOD
mothers, and her life, as a cultured and educated person, is a constant example to the inhabitants of the house, for she is obliged to live in the tenement and to be therefore a co-habitant with the families of all her little pupils. This is a fact of immense importance. Among these al­most savage people, into these houses where at night no one dared go about unarmed, there has come not only to teach, hut to live the very life they live, a gentlewoman of culture, an educator by profession, who dedicates her time and her life to helping those about her! A true mission­ary, a moral queen among the people, she may, if she be possessed of sufficient tact and heart, reap an unheard-of harvest of good from her social work.
This house is verily new; it would seem a dream impos­sible of realisation, but it has been tried. It is true that there have been before this attempts made by generous persons to go and live among the poor to civilise them. But such work is not practical, unless the house of the poor is hygienic, making it possible for people of better standards to live there. Nor can such work succeed in its purpose unless some common advantage or interest unites all of the tenants in an effort toward better things.
This tenement is new also because of the pedagogical organisation of the " Children's House." This is not sim­ply a place where the children are kept, not just an asylum, but a true school for their education, and its methods are inspired by the rational principles of scientific ped­agogy.
The physical development of the children is followed, each child being studied from the anthropological stand­point. Linguistic exercises, a systematic sense-training, and exercises which directly fit the child for the duties of practical life, form the basis of the work done. The teach-
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