: Dr. Montessori's Own Handbook by Montessori Maria - Montessori method of education Education

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PAGE PREFACE vii INTRODUCTORY REMARKS 1 A "CHILDREN'S HOUSE" 9 THE METHOD 17 Didactic Material for the Education of the Senses 18 Didactic Material for the Preparation of Writing and Arithmetic 19 MOTOR EDUCATION 20 SENSORY EDUCATION 29 LANGUAGE AND KNOWLEDGE OF THE WORLD 69 FREEDOM 77 WRITING 80 Exercises for the Management of the Instrument of Writing 86 Exercises for the Writing of Alphabetical Signs 92 THE READING OF MUSIC 98 ARITHMETIC 102 MORAL FACTORS 114

FIG. FACING PAGE 1. Cupboard with Apparatus 12 2. The Montessori Paedometer 13 3. Frames for Lacing and Buttoning 22 4. Child Buttoning On Frame 23 5. Cylinders Decreasing in Diameter only 30 6. Cylinders Decreasing in Diameter and Height 30 7. Cylinders Decreasing in Height only 30 8. Child using Case of Cylinders 31 9. The Tower 31 10. Child Playing with Tower 31 11. The Broad Stair 36 12. The Long Stair 36 13. Board with Rough and Smooth Surfaces 37 14. Board with Gummed Strips of Paper 37 15. Wood Tablets Differing in Weight 47 Color Spools 42 16. Cabinet with Drawers to hold Geometrical Insets 44 17. Set of Six Circles 44 18. Set of Six Rectangles 45 19. Set of Six Triangles 45 20. Set of Six Polygons 46 21. Set of Six Irregular Figures 46 22. Set of Four Blanks and Two Irregular Figures 47 23. Frame to hold Geometrical Insets 48 24. Child Touching the Insets 49 25. Series of Cards with Geometrical Forms 54 26. Sound Boxes 55 27. Musical Bells 60 28. Sloping Boards to Display Set of Metal Insets 90 29. Single Sandpaper Letter 90 30. Groups of Sandpaper Letters 91 31. Box of Movable Letters 94 32. The Musical Staff 98 33. Didactic Material for Musical Reading 100 34. Didactic Material for Musical Reading 100 35. Didactic Material for Musical Reading 100 36. Didactic Material for Musical Reading 101 37. Didactic Material for Musical Reading 101 38. Didactic Material for Musical Reading 101 39. Dumb Keyboard 102 40. Diagram Illustrating Use of Numerical Rods 107 41. Counting Boxes 110 42. Arithmetic Frame 110

DR. MONTESSORI'S OWN HANDBOOK

Recent years have seen a remarkable improvement in the conditions of child life. In all civilized countries, but especially in England, statistics show a decrease in infant mortality.

Related to this decrease in mortality a corresponding improvement is to be seen in the physical development of children; they are physically finer and more vigorous. It has been the diffusion, the popularization of science, which has brought about such notable advantages. Mothers have learned to welcome the dictates of modern hygiene and to put them into practice in bringing up their children. Many new social institutions have sprung up and have been perfected with the object of assisting children and protecting them during the period of physical growth.

In this way what is practically a new race is coming into being, a race more highly developed, finer and more robust; a race which will be capable of offering resistance to insidious disease.

What has science done to effect this? Science has suggested for us certain very simple rules by which the child has been restored as nearly as possible to conditions of a natural life, and an order and a guiding law have been given to the functions of the body. For example, it is science which suggested maternal feeding, the abolition of swaddling clothes, baths, life in the open air, exercise, simple short clothing, quiet and plenty of sleep. Rules were also laid down for the measurement of food adapting it rationally to the physiological needs of the child's life.

Yet with all this, science made no contribution that was entirely new. Mothers had always nursed their children, children had always been clothed, they had breathed and eaten before.

The great progress made may perhaps deceive us into thinking that everything possible has been done for children.

We have only to weigh the matter carefully, however, to reflect: Are our children only those healthy little bodies which to-day are growing and developing so vigorously under our eyes? Is their destiny fulfilled in the production of beautiful human bodies?

In that case there would be little difference between their lot and that of the animals which we raise that we may have good meat or beasts of burden.

Man's destiny is evidently other than this, and the care due to the child covers a field wider than that which is considered by physical hygiene. The mother who has given her child his bath and sent him in his perambulator to the park has not fulfilled the mission of the "mother of humanity." The hen which gathers her chickens together, and the cat which licks her kittens and lavishes on them such tender care, differ in no wise from the human mother in the services they render.

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