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

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84               THE MONTESSORI METHOD
in his own place. And this freedom is not only an ex­ternal sign of liberty, but a means of education. If by an awkward movement a child upsets a chair, which falls noisily to the floor, he will have an evident proof of his own incapacity; the same movement had it taken place amid stationary benches would have passed unnoticed by him. Thus the child has some means by which he can correct himself, and having done so he will have before him the actual proof of the power he has gained: the little tables and chairs remain firm and silent each in its own place. It is plainly seen that the child has learned to command his movements.
In the old method, the proof of discipline attained lay in a fact entirely contrary to this; that is, in the im­mobility and silence of the child himself. Immobility and silence which hindered the child from learning to move with grace and with discernment, and left him so untrained, that, when he found himself in an environment where the benches and chairs were not nailed to the floor, he was not able to move about without overturning the lighter pieces of furniture. In the " Children's Houses " the child will not only learn to move gracefully and prop­erly, but will come to understand the reason for such de­portment. The ability to move which he acquires here will be of use to him all his life. While he is still a child, he becomes capable of conducting himself correctly, and yet, with perfect freedom.
The Directress of the Casa dei Bambini at Milan con­structed under one of the windows a long, narrow shelf upon which she placed the little tables containing the metal geometric forms used in the first lessons in design. But the shelf was too narrow, and it often happened that the children in selecting the pieces which they wished to
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