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

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158             THE MONTESSORI METHOD
elegant chalet, similar in construction to a Chinese pagoda: in front of it, a little piece of ground inclosed by a ram­part is reserved for the pair. The little door of the chalet is locked at evening, and the children take care of it in turn. With what delight they go in the morning to un­lock the door, to fetch water and straw, and with what care they watch during the day, and at evening lock the door after having made sure that the fowl lack nothing! The teacher informs me that among all the educative exer­cises this is the most welcome, and seems also the most important of all. Many a time when the children are tranquilly occupied in tasks, each at the work he prefers, one, two, or three, get up silently, and go out to cast a glance at the animals to see if they need care. Often it happens that a child absents himself for a long time and the teacher surprises him watching enchantedly the fish gliding ruddy and resplendent in the sunlight in the wa­ters of the fountain.
One day I received from the teacher in Milan a letter in which she spoke to me with great enthusiasm of a truly wonderful piece of news. The little pigeons were hatched. For the children it was a great festival. They felt them­selves to some extent the parents of these little ones, and no artificial reward which had flattered their vanity would ever have provoked such a truly fine emotion. Not less great are the joys which vegetable nature provides. In one of the " Children's Houses " at Rome, where there was no soil that could be cultivated, there have been arranged, through the efforts of Signora Talamo, flower-pots all around the large terrace, and climbing plants near the walls. The children never forget to water the plants with their little watering-pots.
One day I found them seated on the ground, all in a
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