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

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a method is clear. The psycho-physiological acts which unite to establish reading and writing are prepared sep­arately and carefully. The muscular movements peculiar to the making of the signs or letters are prepared apart, and the same is true of the manipulation of the instrument of writing. The composition of the words, also, is re­duced to a psychic mechanism of association between images heard and seen. There comes a moment in which the child, without thinking of it, fills in the gRometric figures with an up and down stroke, which is free and regular; a moment in which he touches the letters with closed eyes, and in which he reproduces their form, mov­ing his finger through the air; a moment in which the composition of words has become a psychic impulse, which makes the child, even when alone, repeat to himself " To make Zaira I must have z-a-i-r-a."
Now this child, it is true, has never written, but he has mastered all the acts necessary to writing. The child who, when taking dictation, not only knows how to com­pose the word, but instantly embraces in his thought its composition as a whole, will be able to write, since he knows how to make, with his eyes closed, the movements necessary to produce these letters, and since he manages almost unconsciously the instrument of writing.
More than this, the freedom with which the child has acquired this mechanical dexterity makes it possible for the impulse or spirit to act at any time through the medium of his mechanical ability. He should, sooner or later, come into his full power by way of a spontaneous explosion into writing. This is, indeed, the marvellous reaction which has come from my experiment with normal children. In one of the " Children's Houses," directed by Signorina Bettini, I had been especially careful in the
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