The Montessori Method

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ISBN: 9780486421629 | 0486421627
Cover: Paperback
Copyright: 8/14/2002

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This book is Montessori's own exposition of the theory behind her innovative educational techniques. She shows parents, teachers and administrators how to "free a child to learn through his own efforts".

Acknowledgements

Preface

Introduction

xii

A Critical Consideration of the New Pedagogy in its Relation to Modern Science

Influence of Modern Science upon Pedagogy

(3)

Italy's part in the development of scientific Pedagogy

(3)

Difference between scientific technique and the scientific spirit

(2)

Direction of the preparation should be toward the spirit rather than toward the mechanism

(3)

The master to study man in the awakening of his intellectual life

(1)

Attitude of the teacher in the light of another example

(2)

The school must permit the free natural manifestations of the child if in the school scientific Pedagogy is to be born

(1)

Stationary desks and chairs proof that the principle of slavery still informs the school

(3)

Conquest of liberty, what the school needs

(1)

What may happen to the spirit

(1)

Prizes and punishments, the bench of the soul

(4)

All human victories, all human progress, stand upon the inner force

(4)

History of Methods

Necessity of establishing the method peculiar to scientific Pedagogy

(3)

Origin of educational system in use in the ``Children's Houses''

(1)

Practical application of the methods of Itard and Seguin in the Orthophrenic school at Rome

(1)

Origin of the methods for the education of deficients

(2)

Application of the methods in Germany and France

(2)

Seguin's first didactic material was spiritual

(5)

Methods for deficients applied to the education of normal children

(2)

Social and pedagogic importance of the ``Children's Houses''

(4)

Inaugural Address Delivered on the Occasion of the Opening of one of the ``Children's Houses''

The Quarter of San Lorenzo before and since the establishment of the ``Children's House''

(2)

Evil of subletting the moat cruel form of usury

(2)

The problem of life more profound than that of the intellectual elevation of the poor

(1)

Isolation of the masses of the poor, unknown to past centuries

(3)

Work of the Roman Association of Good Building and the moral importance of their reforms

(4)

The ``Children's House'' earned by the parents through their care of the building

(2)

Pedagogical organization of the ``Children's House''

(3)

The ``Children's House'' the first step toward the socialisation of the house

(1)

The communised house in its relation to the home and to the spiritual evolution of Women

(4)

Rules and regulations of the ``Children's House''

(2)

Pedagogical Methods Used in the ``Children's Houses''

Child psychology can be established only through the method of external observation

(1)

Anthropological consideration

(4)

Anthropological notes

(3)

Environment and school room furnishings

(6)

Discipline

Discipline through liberty

(9)

Independence

(6)

Abolition of prizes and external forms of punishment

101

(3)

Biological concept of liberty in pedagogy

104

(3)

How the Lessen Should be Given

Characteristics of the individual lesson

107

(1)

Method of observation the fundamental guide

108

(1)

Difference between the scientific and unscientific methods illustrated

109

(6)

First task of educators to stimulate life, leaving it then free to develop

115

(4)

Exercises of Practical Life

Suggested schedule for the ``Children's House''

119

(2)

The child must to prepared for the forms of social life and his attention attracted to these forms

121

(1)

Cleanliness, order, poise, conversation

122

(3)

Refection---the Child's Diet

Diet must be adapted to the child's physical nature

125

(1)

Foods and their preparation

126

(6)

Drinks

132

(1)

Distribution of meals

133

(4)

Muscular Education---Gymnastics

Generally accepted idea of gymnastics is inadequate

137

(1)

The special gymnastics necessary for little children

138

(3)

Other pieces of gymnastic apparatus

141

(3)

Free gymnastics

144

(1)

Educational gymnastics

144

(3)

Respiratory gymnastics, and labial, dental, and lingual gymnastics

147

(2)

Nature in Education---Agriculture Labour; Culture of Plants and Animals

The savage of the Aveyron

149

(4)

Itard's educative drama repeated in the education of little children

153

(2)

Gardening and horticulture basis of a method for education of children

155

(1)

The child initiated into observation of the phenomena of life and into foresight by way of auto-education

156

(3)

Children are initiated into the virtue of patience and into confident expectation, and are inspired with a feeling for nature

159

(1)

The child follows the natural way of development of the human race

160

(2)

Manual Labour---the Potters Art and Building

Difference between manual labour and manual gymnastics

162

(1)

The school of Educative Art

163

(1)

Archæological, historical, and artistic importance of the vase

164

(1)

Manufacture of diminutive bricks and construction of diminutive walls and houses

165

(3)

Education of the Senses

Aim of education to develop the energies

168

(1)

Difference in the reaction between deficient and normal children in the presentation of didactic material made up of graded stimuli

169

(4)

Education of the senses has as its aim the refinement of the differential perception of stimuli by means of repeated exercises

173

(4)

Three Periods of Seguin

177

(8)

Education of the Senses and Illustrations of the Didactic Material General Sensibility the Tactile, Thermic, Baric and Stereognostic Senses

Education of the tactile, thermic and baric senses

185

(3)

Education of the stereognostic sense

188

(2)

Education of the senses of taste and smell

190

(1)

Education of the sense of vision

191

(8)

Exercise with the three series of cards

199

(1)

Education of the chromatic sense

200

(3)

Exercise for the discrimination of sounds

203

(3)

Maniacal education's

206

(3)

Teats for acuteness of hearing

209

(3)

A lepton in silence

212

(3)

General Notes on the Education of the Senses

Aim in education biological and social

215

(3)

Education of the senses makes men observers and prepares them directly for practical life

218

(6)

Intellectual Education

Senses exercises a special of auto-education

224

(1)

Importance of an exact nomenclature, and how to teach it

225

(3)

Spontaneous progress of the child the greatest triumph of Scientific Pedagogy

228

(3)

Games of the blind

231

(1)

Application of the visual sense to the observation of environment

232

(1)

Method of using didactic material: dimensioned, form, design

233

(8)

Free plastic work

241

(2)

Geometric analyze of figures

243

(1)

Exercises in the chromatic sense

244

(4)

Method for the Teaching of Reading and Writing

Spontaneous development of graphic language: Sequin and Itard

248

(4)

Necessity of special education that shall fit man for objective observation and direct logical thought

252

(1)

Results of objective observation and logical thought

253

(4)

Not necessary to begin teaching writing with vertical strokes

257

(1)

Spontaneous drawing of normal children

258

(2)

Use of Froebel mate in teaching children sewing

260

(1)

Children should be taught how before they are made to execute a task

261

(1)

Two diverse forms of movement made in writing

262

(5)

Experiments with normal children

267

(2)

Origin aphabets in present use

269

(2)

Description of the Method and Didactic Material Used

Exercise tending to develop the muscular mechanism necessary in holding and using the instrument in writing

271

(1)

Didactic material for writing

271

(4)

Exercise tending to establish the visual-muscular image of the alphabetical signs, and to establish the muscular memory of the movements necessary to writing

275

(6)

Exercises for the composition of words

281

(15)

Reading, the interpretation of an idea from written signs

296

(3)

Games for the reading of words

299

(4)

Games for the reading of phrases

303

(4)

Point education has reached in the ``Children's Houses''

307

(3)

Language in Childhood

Physiological importance of graphic language

310

(2)

Two periods in the development of language

312

(7)

Analysis of speech necessary

319

(3)

Defects of language due to education

322

(6)

Teaching of Numeration Introduction to Arithmetic

Numbers as represented by graphic sing

328

(2)

Exercises for the memory of numbers

330

(2)

Addition and subtraction from one to twenty: multiplication and division

332

(3)

Lessons on decimals: arithmetical calculations beyond ten

335

(3)

Sequence of Exercises

Sequence and grades in the presentation of material and in the exercises

338

(1)

First grade

338

(1)

Second grade

339

(3)

Third grade

342

(1)

Fourth grade

343

(2)

Fifth grade

345

(3)

General Review of Discipline

Discipline better than in ordinary schools

348

(2)

First dawning of discipline come through work

350

(4)

Orderly action is the true rest for muscles intended by nature for action

354

(4)

The exercise that develops life consists in the repetition, not in the mere grasp of the idea

358

(2)

Aim of repetition that the child shall refine his senses through the exercise of attention, of comparison, of judgment

360

(3)

Obedience is naturally sacrifice

363

(4)

Obedience develops will-power and the capacity to perform the act it becomes necessary to obey

367

(4)

Conclusions and Impressions

The teacher has become the director of spontaneous work the ``Children's Houses''

371

(1)

The problems of religious education should be solved by positive pedagogy

372

(4)

Spiritual influence of the ``Children's Houses''

376

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The Montessori Method

Summary

Table of Contents

Supplemental Materials

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