Spontaneous Activity in Education. Maria Montessori Montessori

to the efforts made on his behalf. For this reason the moral education is the point of departure; before all things, it is necessary to discipline the class. The pupils must be induced to second the master's efforts, if not by love, then by force. Failing this point of departure, all education and instruction would be impossible, and the school useless.

      Another difficulty is that of economizing the powers of the pupils, that is to say, utilizing them to the utmost without wasting them. How much rest is necessary? How long should any particular work be carried on? Perhaps ten minutes' rest may be necessary after the first three-quarters of an hour of occupation; but after another three-quarters of an hour, a pause of fifteen minutes may be required, and so on throughout the day; finally, a quarter of an hour's rest may be needed after ten minutes' occupation. But what instruction is best adapted to the powers of a child during the various hours of the day? Is it best to begin with mathematics or with dictation? At what hours will the child be most inclined to exercise his powers of imagination, at 9 in the morning or at 11?

      Other anxieties must assail a perfect teacher! How should he write on the blackboard so that the children seated at a distance may see? for if they do not see his work is of no avail. And how much light shall fall upon the blackboard, in order that all may see clearly the white characters on the black surface? Of what size should be the script specially chosen by the master to suit distant vision? This is a serious matter, because if the child, obliged by discipline to look and learn from a distance, should put too great a strain upon his powers of visual accommodation, he may in time become short-sighted; then the teacher would have manufactured a blind person. A serious matter indeed!

      What consideration has ever been given to the state of anxiety of such a teacher? To get some idea of his anxiety we may think of a young wife about to become a mother, who should set herself such problems as the following: how can I create an infant, if I know nothing of anatomy; how can I form its skeleton? I must study the structure of the bones carefully. I must then learn how the muscles are attached; but how will it be possible to put the brain into a closed box? And must the little heart go on beating continually until death? Is it possible that it will not weary?

      In like fashion, she might ponder thus over her new-born babe: it is evident that he will not be able to walk if he does not first of all understand the laws of equilibrium; if he is left to himself, he will not be able to understand these till he is twenty; I must therefore prepare to teach him these laws prematurely in order that he may be able to walk as quickly as possible.

      The schoolmaster is the person who builds up the intelligence of the pupil; the intelligence of the pupil increases in direct proportion to the efforts of the teacher; in other words, he knows just what the master has made him know and understands neither more nor less than the master has made him understand. When an inspector visits a school and questions the pupils he turns to the master, and if he is satisfied says: "Well done, teacher!" For the result is indubitably the work of the master; the discipline by which he has fixed the attention of his pupils, even to the psychical mechanism which has guided him in his teaching, all is due to him. God enters the school as a symbol in the crucifix, but the creator is the teacher.

      A good deal of help is given to teachers in their superhuman task. There is a kind of division of labor, by virtue of which more advanced experts prepare the schemata of instruction; basing them upon psychology, if the teaching is on a scientific plan, or on the principles laid down by one of the great pedagogists such as Herbart, for example; moreover, the sciences, such as hygiene and experimental psychology, are further invoked to overcome many practical difficulties and to help in the arrangement of schoolrooms, the drawing up of the curriculum, time-tables, etc.

      Here, for instance, are notes for lessons on a psychological basis, that is to say, lessons which take account of the proper order of succession in which the psychical activities should develop in the mind of the child; by exercises of this kind, the pupil will not only learn, but will develop his intelligence in accordance with the laws governing its formation. [2]

Object Lesson

       Table of Contents

      A Candle: Education of the sensory and perceptive faculties.

      Sight.—White, solid.

      Touch.—Greasy, smooth.

      Nomenclature.—Parts of the candle: wick, surface, extremity, edges, upper part, lower part, middle part. The candles we use are made of wax mixed with stearine. Stearine is made of the fat of oxen and sheep and pigs. Hence they are called stearine candles. There are also wax candles. These are yellowish and less greasy. Wax is produced by bees. There are also tallow candles; these are very greasy and have a disgreeable smell when burning.

      Memory.—Have you ever seen a candle-factory? Have you ever seen a bee-hive? Of what are the cells of the honeycomb made? When do you light a candle? Have you ever carried a lighted candle carelessly? Did not this cause a disaster?

      Imagination.—Draw the outline of a candle on the blackboard.

      Comparison, association, abstraction.—Similarity and difference in candles of stearine, wax, and tallow.

      Judgment and reasoning.—Are candles useful? Were they more useful formerly, or now that we have gas and electric light?

      Sentiments.—Children are greatly pleased by a visit to a candle-factory. It is indeed very agreeable to see how candles used by so many people are made. When we can satisfy our desire for instruction we feel pleasure and contentment.

      Volition.—What should we do with the fat of pigs if we did not know how to make it into stearine? What should we do with wax if we did not know how to utilize it? Man is able to work and to transform many products into useful substances and objects. Work is our life. Blessed be the workers! Let us also love work and devote ourselves diligently thereto.

      (N.B.—The children are all to listen without moving.) Any kind of lesson may be based on the same psychical plan, even a moral lesson. For instance:

      Moral education derived from the observation of actions.

      (N.B.—The actions are all invented and narrated.)

      Agreeable manners. Incident.—"Is it true, Miss, that the village church is more than a kilometer from here? My mother has ordered me to go there. I thought I had arrived, and I was so pleased. I have come a long way, and I am so very, very tired." "Indeed," replied the girl, who was standing at the gate of her home, "you are still a kilometer and a half from the church. But come through my gate, and take the short cut I will show you through my fields. You will get to the church in five minutes." What an amiable girl!

      Successive relations of cause and effect.—The village girl showed amenity to the little traveler. The latter reached the church quickly, was saved much fatigue, and felt great relief.

      Memory.—Have you always been pleasant to your companions? Have you always been ready to lend a comrade anything he has asked for? Have you always thanked those who have done you favors in an agreeable manner?

      Comparison, association, abstraction.—Comparison between an agreeable child and a boorish one.

      Judgment, reasoning.—Why is it necessary to be courteous to all? Is it sufficient to give help solely to show oneself to be amiable?

      Sentiments.—He who is amiable has a soul rich in sweetness and suavity. What sympathy he evokes in all! The disagreeable person is irritated by trifles. He excites disgust and fear in others. He who is affable shows love to his neighbor.

      Volition.—Children, accustom yourselves to be pleasant to every one. You should be pleasant when you are conferring some favor, otherwise the favor will seem irksome. When you want something, do you ask for it arrogantly? If so, it will be easier to say no than yes to you. On the other hand, if you ask politely