Spontaneous Activity in Education, Maria Montessori [read novels website .txt] 📗

own dignity—subduing the desires of an appetite exposed to temptation—existed in this child, together with his sense of the fundamental needs of his own life, by which he was impelled to struggle and to conquer what was "necessary." And there was further that exquisite sensibility, which manifested itself in the affectionate expression of his mobile face, and in the effusion of a general tenderness which looked for no return.

A very remarkable thing was that this child, whom we might have expected to find ill-nourished, gave normal anthropological measurements and weight for his age. Born in poverty and neglect, he had defended himself; the normality of his body was due to an heroic effort.

A: this child was always calm and quiet; he very soon entered upon the phase of active, ordered, willing and thorough work. He applied himself with intense earnestness and perseverance. He would be the type of the clever, well-behaved child of the ordinary school. Very often he came to school without any food. His goodness had a positive character which became a mortal danger to himself; he accepted mal-nutrition without revolt; he profited greatly by the means of psychical life that were offered him, but he would never have been able to conquer them for himself. His goodness continued to be of the same type after as before the period of order; he showed neither agitation nor expansion. His anthropological measurements, which were below the normal, already indicated that he had started on life's pilgrimage with the gait of the victim; he belonged to the company of those "who must be saved by others."

The characteristic moral trait was "espionage." The teacher, when observing him, noticed that the child did not work simply like the others, but came to her very frequently to know if what he was doing was well or ill done. And this not only during his work with the materials, but also in reference to every act of a moral nature he accomplished; his great preoccupation seemed to be to know whether he was doing right or wrong. Then he endeavored to do right with the most scrupulous exactitude. With regard to his spying tendencies, the teacher noted the child never showed any animosity towards his companions; he watched them attentively, and then proceeded to say of them as he would say of himself: So and so did this; was it right or wrong? The child was then careful to avoid what had been pronounced "wrong" in others.

What appeared to be his spying proclivities were, in fact, a manifestation of the problem that dominated his childish conscience: the problem of right and wrong. The limited experience of his own life did not suffice him; he wanted to benefit by the experience of all the others in order to learn what things were right and what were wrong; almost as if the one feeling that absorbed him was the desire to do right and avoid wrong, and as if this were his sole aspiration. The case of this child recalls a popular superstition expressed in such terms as "too good to live." The child A seemed destined for the fate thus suggested. The needs of the body did not greatly concern him, and he seemed equally indifferent to those of the mind; goodness was the mainspring of his being. If society does not note such dispositions, and assume the special protection of such frail lives, children of this type go forward to premature death like angels gazing heavenwards.

These two accounts, due to Signorina Maccheroni's observation, correct a superficial judgment which, in an ordinary school, would have become a permanent record of character: the one child would have been branded as violent, the other as a spy.

If we call that science which led to the translation of these words into hero and angel, and touched so many hearts in the vicinity of these two children, when they had been interpreted by their wonderful instructress, we shall be able to assert that "the judgment of love is the judgment of knowledge." The mercy of Christ in judging is here illustrated.

"Psychical action," then, starts from a principle which may be translated thus: "that the child lives." All the rest comes as a consequence.

This action of fundamental life manifests itself as a polarization of the internal personality: almost at a point of crystallization, around which, provided there be homogeneous material and an undisturbed environment, the definitive form composes itself.

This initial action is a task repeated with a special intensity of attention.

In my "biographical chart," therefore, I do not give a long formula of analytical studies, but I give a "guide to psychological observations," founded upon the synthetical conception which I have sought to illustrate. Those who have not been initiated into this method of observation will gain no light from such a guide, which lies entirely outside the conceptions of psychological study now obtaining in connection with the observation of pupils. But those who have been initiated will understand it without the aid of illustration.

Our teachers have also a terminology by means of which they understand each other, without having recourse to the ordinary expressions, which do not convey an exact idea of the action they see in process of development. Thus they never say: The child is developing, or progressing, the child is good or naughty, etc. The only phraseology they use is: The child is becoming disciplined or is not becoming disciplined. It is internal order that they await; and on this principle of being or not being, all or nothing depends.

This evokes a much deeper conception than that of "growth." To say that a living creature grows is to make a very superficial statement, seeing that he grows indeed, but in virtue of the fact that, within, an orderly and regular disposition of substances is in progress.

When, for instance, the embryo of an animal is formed, it grows; but any one who has observed it internally must have been struck by a fact much more marvelous than that of the visible external "growth." A wonderful internal grouping of the cells takes place; some form, as it were, a leaf which folds over and makes the intestines, others separate to form the nervous system, one group isolates and specializes itself to make the liver, and thus an organization of parts, more and more pronounced, together with a minute differentiation of each individual arrangement of the cells, is carried on. The future functions of the body all depend upon the possibility of the cells so establishing themselves.

The important point is, not that the embryo grows, but that it coordinates. "Growth" comes through and by order, which also makes life possible. An embryo which grows without coordinating its internal organs is not vital. Here we have not only the impulse, but the mystery of life. The evolution of internal order is the essential condition for the realization of vital existence in a life which possesses the impulse to exist.

Now the sum of the phenomena indicated in the "guide to psychological observation" actually represents the evolution of spiritual order in the child.

Guide to psychological observation. Work.—Note when a child begins to occupy himself for any length of time upon a task.

What the task is and how long he continues working at it (slowness in completing it and repetition of the same exercise).

His individual peculiarities in applying himself to particular tasks.

To what tasks he applies himself during the same day, and with how much perseverance.

If he has periods of spontaneous industry, and for how many days these periods continue.

How he manifests a desire to progress.

What tasks he chooses in their sequence, working at them steadily.

Persistence in a task in spite of stimuli in his environment which would tend to distract his attention.

If after deliberate interruption he resumes the task from which his attention was distracted.

Conduct.—Note the state of order or disorder in the acts of the child.

His disorderly actions.

Note if changes of behavior take place during the development of the phenomena of work.

Note whether during the establishment of ordered actions there are:

crises of joy;
intervals of serenity;
manifestations of affection.

The part the child takes in the development of his companions.

Obedience.—Note if the child responds to the summons when he is called.

Note if and when the child begins to take part in the work of others with an intelligent effort.

Note when obedience to a summons becomes regular.

Note when obedience to orders becomes established.

Note when the child obeys eagerly and joyously.

Note the relation of the various phenomena of obedience in their degrees

(a) to the development of work;
(b) to changes of conduct.

IV

THE PREPARATION OF THE TEACHER

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The possibility of observing the developments of the psychical life of the child as natural phenomena and experimental reactions transforms the school itself in action into a kind of scientific laboratory for the psycho-genetic study of man. It will become—perhaps in the near future—the experimental field par excellence of the psychologist. To prepare such a school as perfectly as possible, is therefore not only to prepare "a better method for the education of children," but also to prepare the materials for a renovated science. Every one now knows that students of natural science require in their laboratories an organization directed to the preparation of the material to be observed. To observe a simple cell in movement, it is necessary to have a hollow glass slide with cavity for the hanging drop; to have ready "fresh solutions" in which the living cells may be immersed, to ensure their continued vitality; to have ready soils for cultures, etc. For all these ends there are special avocations, those of the so-called "preparers," who are not the assistants or helpers of the professor, but employés who were at one time upper servants, and then become superior workmen. At the present day they are, however, nearly always themselves scientific graduates. For, indeed, their task is a most delicate one; they must possess biological, physical, and chemical knowledge, and the more thoroughly they are "prepared" by a culture analogous to that of the masters of research themselves, the more rapid and secure is the march of science.

It is strange to think that among all these laboratories of natural science, only that of "experimental psychology" has judged it possible to dispense with an organization for the preparation of the subjects to be observed. If to-day a psychologist were told to arrange the work of his preparer, he would take this to mean the preparation of his "instruments," thus adopting more or less the standard of laboratories of physics.

But the idea of preparing the living being which produces the phenomenon would not enter his mind; and yet, if merely to observe a cell, a living microbe, the scientist needs a "preparer," how much greater must be the necessity for such an assistant when the subject to be observed is man!

Psychologists consider that they can prepare their "subjects" by arresting their attention with a word, and explaining to them how they are to proceed in order to respond to the experiment; any unknown person met by chance in the laboratory will serve their purpose. In short, the psychologist of to-day behaves somewhat like the child who catches a butterfly in flight, observes it for a second and then lets it fly away again; not like the biologist who takes care that his preparations are properly carried out in a scientific laboratory.

On the other hand, the picture of psychological development, even though it be incomplete, which is shown to us in our experiments, demonstrates the subtlety with which it is necessary to present to the child the means of his development and, above all, to respect his liberty; conditions which are essential to ensure that psychical