The Montessori Method Part 9

INDEPENDENCE

No one can be free unless he is independent: therefore, the first, active manifestations of the child's individual liberty must be so guided that through this activity he may arrive at independence. Little children, from the moment in which they are weaned, are making their way toward independence.

What is a weaned child? In reality it is a child that has become independent of the mother's breast. Instead of this one source of nourishment he will find various kinds of food; for him the means of existence are multiplied, and he can to some extent make a selection of his food, whereas he was at first limited absolutely to one form of nourishment.

Nevertheless, he is still dependent, since he is not yet able to walk, and cannot wash and dress himself, and since he is not yet able to _ask_ for things in a language which is clear and easily understood. He is still in this period to a great extent the _slave_ of everyone. By the age of three, however, the child should have been able to render himself to a great extent _independent_ and free.

That we have not yet thoroughly a.s.similated the highest concept of the term _independence_, is due to the fact that the social form in which we live is still _servile_. In an age of civilisation where servants exist, the concept of that _form of life_ which is _independence_ cannot take root or develop freely. Even so in the time of slavery, the concept of liberty was distorted and darkened.

Our servants are not our dependents, rather it is we who are dependent upon them.

It is not possible to accept universally as a part of our social structure such a deep human error without feeling the general effects of it in the form of moral inferiority. We often believe ourselves to be independent simply because no one commands us, and because we command others; but the n.o.bleman who needs to call a servant to his aid is really a dependent through his own inferiority. The paralytic who cannot take off his boots because of a pathological fact, and the prince who dare not take them off because of a social fact, are in reality reduced to the same condition.

Any nation that accepts the idea of servitude and believes that it is an advantage for man to be served by man, admits servility as an instinct, and indeed we all too easily lend ourselves to _obsequious service_, giving to it such complimentary names as _courtesy_, _politeness_, _charity_.

In reality, _he who is served is limited_ in his independence. This concept will be the foundation of the dignity of the man of the future; "I do not wish to be served, _because_ I am not an impotent." And this idea must be gained before men can feel themselves to be really free.

Any pedagogical action, if it is to be efficacious in the training of little children, must tend to _help_ the children to advance upon this road of independence. We must help them to learn to walk without a.s.sistance, to run, to go up and down stairs, to lift up fallen objects, to dress and undress themselves, to bathe themselves, to speak distinctly, and to express their own needs clearly. We must give such help as shall make it possible for children to achieve the satisfaction of their own individual aims and desires. All this is a part of education for independence.

We habitually _serve_ children; and this is not only an act of servility toward them, but it is dangerous, since it tends to suffocate their useful, spontaneous activity. We are inclined to believe that children are like puppets, and we wash them and feed them as if they were dolls.

We do not stop to think that the child _who does not do, does not know how to do_. He must, nevertheless, do these things, and nature has furnished him with the physical means for carrying on these various activities, and with the intellectual means for learning how to do them.

And our duty toward him is, in every case, that of _helping him_ to make a conquest of such useful acts as nature intended he should perform for himself. The mother who feeds her child without making the least effort to teach him to hold the spoon for himself and to try to find his mouth with it, and who does not at least eat herself, inviting the child to look and see how she does it, is not a good mother. She offends the fundamental human dignity of her son,--she treats him as if he were a doll, when he is, instead, a man confided by nature to her care.

Who does not know that to _teach_ a child to feed himself, to wash and dress himself, is a much more tedious and difficult work, calling for infinitely greater patience, than feeding, was.h.i.+ng and dressing the child one's self? But the former is the work of an educator, the latter is the easy and inferior work of a servant. Not only is it easier for the mother, but it is very dangerous for the child, since it doses the way and puts obstacles in the path of the life which is developing.

The ultimate consequences of such an att.i.tude on the part of the parent may be very serious indeed. The grand gentleman who has too many servants not only grows constantly more and more dependent upon them, until he is, finally, actually their slave, but his muscles grow weak through inactivity and finally lose their natural capacity for action.

The mind of one who does not work for that which he needs, but commands it from others, grows heavy and sluggish. If such a man should some day awaken to the fact of his inferior position and should wish to regain once more his own independence, he would find that he had no longer the force to do so. These dangers should be presented to the parents of the privileged social cla.s.ses, if their children are to use independently and for right the special power which is theirs. Needless help is an actual hindrance to the development of natural forces.

Oriental women wear trousers, it is true, and European women, petticoats; but the former, even more than the latter, are taught as a part of their education the art of _not moving_. Such an att.i.tude toward woman leads to the fact that man works not only for himself, but for woman. And the woman wastes her natural strength and activity and languishes in slavery. She is not only maintained and served, she is, besides, diminished, belittled, in that individuality which is hers by right of her existence as a human being. As an individual member of society, she is a cypher. She is rendered deficient in all those powers and resources which tend to the preservation of life. Let me ill.u.s.trate this:

A carriage containing a father, mother, and child, is going along a country road. An armed brigand stops the carriage with the well-known phrase, "Your money or your life." Placed in this situation, the three persons in the carriage act in very different ways. The man, who is a trained marksman, and who is armed with a revolver, promptly draws, and confronts the a.s.sa.s.sin. The boy, armed only with the freedom and lightness of his own legs, cries out and betakes himself to flight. The woman, who is not armed in any way whatever, neither artificially nor naturally (since her limbs, not trained for activity, are hampered by her skirts), gives a frightened gasp, and sinks down unconscious.

These three diverse reactions are in close relation to the state of liberty and independence of each of the three individuals. The swooning woman is she whose cloak is carried for her by attentive cavaliers, who are quick to pick up any fallen object that she may be spared all exertion.

The peril of servilism and dependence lies not only in that "useless consuming of life," which leads to helplessness, but in the development of individual traits which indicate all too plainly a regrettable perversion and degeneration of the normal man. I refer to the domineering and tyrannical behaviour with examples of which we are all only too familiar. The domineering habit develops side by side with helplessness. It is the outward sign of the state of feeling of him who conquers through the work of others. Thus it often happens that the master is a tyrant toward his servant. It is the spirit of the task-master toward the slave.

Let us picture to ourselves a clever and proficient workman, capable, not only of producing much and perfect work, but of giving advice in his workshop, because of his ability to control and direct the general activity of the environment in which he works. The man who is thus master of his environment will be able to smile before the anger of others, showing that great mastery of himself which comes from consciousness of his ability to do things. We should not, however, be in the least surprised to know that in his home this capable workman scolded his wife if the soup was not to his taste, or not ready at the appointed time. In his home, he is no longer the capable workman; the skilled workman here is the wife, who serves him and prepares his food for him. He is a serene and pleasant man where he is powerful through being efficient, but is domineering where he is served. Perhaps if he should learn how to prepare his soup he might become a perfect man! The man who, through his own efforts, is able to perform all the actions necessary for his comfort and development in life, conquers himself, and in doing so multiplies his abilities and perfects himself as an individual.

We must make of the future generation, _powerful men_, and by that we mean men who are independent and free.

ABOLITION OF PRIZES AND OF EXTERNAL FORMS OF PUNISHMENT

Once we have accepted and established such principles, the abolition of prizes and external forms of punishment will follow naturally. Man, disciplined through liberty, begins to desire the true and only prize which will never belittle or disappoint him,--the birth of human power and liberty within that inner life of his from which his activities must spring.

In my own experience I have often marvelled to see how true this is.

During our first months in the "Children's Houses," the teachers had not yet learned to put into practice the pedagogical principles of liberty and discipline. One of them, especially, busied herself, when I was absent, in _remedying_ my ideas by introducing a few of those methods to which she had been accustomed. So, one day when I came in unexpectedly, I found one of the most intelligent of the children wearing a large Greek cross of silver, hung from his neck by a fine piece of white ribbon, while another child was seated in an armchair which had been conspicuously placed in the middle of the room.

The first child had been rewarded, the second was being punished. The teacher, at least while I was present, did not interfere in any way, and the situation remained as I had found it. I held my peace, and placed myself where I might observe quietly.

The child with the cross was moving back and forth, carrying the objects with which he had been working, from his table to that of the teacher, and bringing others in their place. He was busy and happy. As he went back and forth he pa.s.sed by the armchair of the child who was being punished. The silver cross slipped from his neck and fell to the floor, and the child in the armchair picked it up, dangled it on its white ribbon, looking at it from all sides, and then said to his companion: "Do you see what you have dropped?" The child turned and looked at the trinket with an air of indifference; his expression seemed to say; "Don't interrupt me," his voice replied "I don't care." "Don't you care, really?" said the punished one calmly. "Then I will put it on myself."

And the other replied, "Oh, yes, put it on," in a tone that seemed to add, "and leave me in peace!"

The boy in the armchair carefully arranged the ribbon so that the cross lay upon the front of his pink ap.r.o.n where he could admire its brightness and its pretty form, then he settled himself more comfortably in his little chair and rested his arms with evident pleasure upon the arms of the chair. The affair remained thus, and was quite just. The dangling cross could satisfy the child who was being punished, but not the active child, content and happy with his work.

One day I took with me on a visit to another of the "Children's Houses"

a lady who praised the children highly and who, opening a box she had brought, showed them a number of s.h.i.+ning medals, each tied with a bright red ribbon. "The mistress," she said "will put these on the b.r.e.a.s.t.s of those children who are the cleverest and the best."

As I was under no obligation to instruct this visitor in my methods, I kept silence, and the teacher took the box. At that moment, a most intelligent little boy of four, who was seated quietly at one of the little tables, wrinkled his forehead in an act of protest and cried out over and over again;--"Not to the boys, though, not to the boys!"

What a revelation! This little fellow already knew that he stood among the best and strongest of his cla.s.s, although no one had ever revealed this fact to him, and he did not wish to be offended by this prize. Not knowing how to defend his dignity, he invoked the superior quality of his masculinity!

As to punishments, we have many times come in contact with children who disturbed the others without paying any attention to our corrections.

Such children were at once examined by the physician. When the case proved to be that of a normal child, we placed one of the little tables in a corner of the room, and in this way isolated the child; having him sit in a comfortable little armchair, so placed that he might see his companions at work, and giving him those games and toys to which he was most attracted. This isolation almost always succeeded in calming the child; from his position he could see the entire a.s.sembly of his companions, and the way in which they carried on their work was an _object lesson_ much more efficacious than any words of the teacher could possibly have been. Little by little, he would come to see the advantages of being one of the company working so busily before his eyes, and he would really wish to go back and do as the others did. We have in this way led back again to discipline all the children who at first seemed to rebel against it. The isolated child was always made the object of special care, almost as if he were ill. I myself, when I entered the room, went first of all directly to him, caressing him, as if he were a very little child. Then I turned my attention to the others, interesting myself in their work, asking questions about it as if they had been little men. I do not know what happened in the soul of these children whom we found it necessary to discipline, but certainly the conversion was always very complete and lasting. They showed great pride in learning how to work and how to conduct themselves, and always showed a very tender affection for the teacher and for me.

THE BIOLOGICAL CONCEPT OF LIBERTY IN PEDAGOGY

From a biological point of view, the concept of _liberty_ in the education of the child in his earliest years must be understood as demanding those conditions adapted to the most favourable _development_ of his entire individuality. So, from the physiological side as well as from the mental side, this includes the free development of the brain.

The educator must be as one inspired by a deep _wors.h.i.+p of life_, and must, through this reverence, _respect_, while he observes with human interest, the _development_ of the child life. Now, child life is not an abstraction; _it is the life of individual children_. There exists only one real biological manifestation: the _living individual_; and toward single individuals, one by one observed, education must direct itself.

By education must be understood the active _help_ given to the normal expansion of the life of the child. The child is a body which grows, and a soul which develops,--these two forms, physiological and psychic, have one eternal font, life itself. We must neither mar nor stifle the mysterious powers which lie within these two forms of growth, but we must _await from them_ the manifestations which we know will succeed one another.

_Environment_ is undoubtedly a _secondary_ factor in the phenomena of life; it can modify in that it can help or hinder, but it can never _create_. The modern theories of evolution, from Naegeli to De Vries, consider throughout the development of the two biological branches, animal and vegetable, this interior factor as the essential force in the transformation of the species and in the transformation of the individual. The origins of the _development_, both in the species and in the individual, _lie within_. The child does not grow _because_ he is nourished, _because_ he breathes, _because_ he is placed in conditions of temperature to which he is adapted; he grows because the potential life within him develops, making itself visible; because the fruitful germ from which his life has come develops itself according to the biological destiny which was fixed for it by heredity. Adolescence does not come _because_ the child laughs, or dances, or does gymnastic exercises, or is well nourished; but because he has arrived at that particular physiological state. Life makes itself manifest,--life creates, life gives:--and is in its turn held within certain limits and bound by certain laws which are insuperable. The _fixed_ characteristics of the species do not change,--they can only vary.

This concept, so brilliantly set forth by De Vries in his Mutation Theory, ill.u.s.trates also the limits of education. We can act on the _variations_ which are in relation to the environment, and whose limits vary slightly in the species and in the individual, but we cannot act upon the _mutations_. The mutations are bound by some mysterious tie to the very font of life itself, and their power rises superior to the modifying elements of the environment.

A species, for example, cannot _mutate_ or change into another species through any phenomenon of _adaptation_, as, on the other hand, a great human genius cannot be suffocated by any limitation, nor by any false form of education.

The _environment_ acts more strongly upon the individual life the less fixed and strong this individual life may be. But environment can act in two opposite senses, favouring life, and stifling it. Many species of palm, for example, are splendid in the tropical regions, because the climatic conditions are favourable to their development, but many species of both animals and plants have become extinct in regions to which they were not able to adapt themselves.

Life is a superb G.o.ddess, always advancing, overthrowing the obstacles which environment places in the way of her triumph. This is the basic or fundamental truth,--whether it be a question of species or of individuals, there persists always the forward march of those victorious ones in whom this mysterious life-force is strong and vital.

It is evident that in the case of humanity, and especially in the case of our civil humanity, which we call society, the important and imperative question is that of the _care_, or perhaps we might say, the _culture_ of human life.

CHAPTER VI

HOW THE LESSONS SHOULD BE GIVEN

"Let all thy words be counted."

_Dante, Inf., canto_ X.

Given the fact that, through the regime of liberty the pupils can manifest their natural tendencies in the school, and that with this in view we have prepared the environment and the materials (the objects with which the child is to work), the teacher must not limit her action to _observation_, but must proceed to _experiment_.

In this method the lesson corresponds to an _experiment_. The more fully the teacher is acquainted with the methods of experimental psychology, the better will she understand how to give the lesson. Indeed, a special technique is necessary if the method is to be properly applied. The teacher must at least have attended the training cla.s.ses in the "Children's Houses," in order to acquire a knowledge of the fundamental principles of the method and to understand their application. The most difficult portion of this training is that which refers to the method for discipline.