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

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178             THE MONTESSORI METHOD
red," and presenting the blue, " This is blue." Then, we lay the spools upon the table under the eyes of the child.
Second Period. Recognition of the object correspond­ing to the name. We say to the child, " Give me the red," and then, " Give me the blue."
Third Period. The remembering of the name corre­sponding to the object. We ask the child, showing him the object, " What is this ? " and he should respond, " Red."
Seguin insists strongly upon these three periods, and urges that the colours be left for several instants under the eyes of the child. He also advises us never to pre­sent the colour singly, but always two at a time, since the contrast helps the chromatic memory. Indeed, I have proved that there cannot be a better method for teaching colour to the deficients, who, with this method were able to learn the colours much more perfectly than normal children in the ordinary schools who have had a haphazard sense education. For normal children however there ex­ists a period preceding the Three Periods of Seguin — a period which contains the real sense education. This is the acquisition of a fineness of differential perception, which can be obtained only through auto-education.
This, then, is an example of the great superiority of the normal child, and of the greater effect of education which such pedagogical methods may exercise upon the mental development of normal as compared with deficient children.
The association of the name with the stimulus is a source of great pleasure to the normal child. I remember, one day, I had taught a little girl, who was not yet three years old, and who was a little tardy in the development of language, the names of three colours. I had the chil­dren place one of their little tables near a window, and
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