_Third Grade_
_Exercises of Practical Life._ The children wash themselves, dress and undress themselves, dust the tables, learn to handle various objects, etc.
_Sense Exercises._ We now introduce the child to the recognition of gradations of stimuli (tactile gradations, chromatic, etc.), allowing him to exercise himself freely.
We begin to present the stimuli for the sense of hearing (sounds, noises), and also the baric stimuli (the little tablets differing in weight).
Contemporaneously with the gradations we may present the _plane geometric insets_. Here begins the education of the movement of the hand in following the contours of the insets, an exercise which, together with the other and contemporaneous one of the recognition of tactile stimuli in gradation, _prepares for writing_.
The series of cards bearing the geometric forms, we give after the child recognises perfectly the same forms in the wooden insets. These cards serve to prepare for the _abstract signs_ of which writing consists. The child learns to recognise a delineated form, and after all the preceding exercises have formed within him an ordered and intelligent personality, they may be considered the bridge by which he pa.s.ses from the sense exercises to writing, from the _preparation_, to the actual _entrance into instruction_.
_Fourth Grade_
_Exercises of Practical Life._ The children set and clear the table for luncheon. They learn to put a room in order. They are now taught the most minute care of their persons in the making of the toilet. (How to brush their teeth, to clean their nails, etc.)
They have learned, through the rhythmic exercises on the line, to walk with perfect freedom and balance.
They know how to control and direct their own movements (how to make the silence,--how to move various objects without dropping or breaking them and without making a noise).
_Sense Exercises._ In this stage we repeat all the sense exercises. In addition we introduce the recognition of musical notes by the help of the series of duplicate bells.
_Exercises Related to Writing_ / _Design_ / The child pa.s.ses to the _plane geometric insets in metal_. He has already co-ordinated the movements necessary to follow the contours. Here he no longer _follows them with his finger_, but with a pencil, leaving the double sign upon a sheet of paper. Then he fills in the figures with coloured pencils, holding the pencil as he will later hold the pen in writing.
Contemporaneously the child is taught to _recognise_ and _touch_ some of the letters of the alphabet made in sandpaper.
_Exercises in Arithmetic._ At this point, repeating the sense exercises, we present the Long Stair with a different aim from that with which it has been used up to the present time. We have the child _count_ the different pieces, according to the blue and red sections, beginning with the rod consisting of one section and continuing through that composed of ten sections. We continue such exercises and give other more complicated ones.
In Design we pa.s.s from the outlines of the geometric insets to such outlined figures as the practice of four years has established and which will be published as models in design.
These have an educational importance, and represent in their content and in their gradations one of the most carefully studied details of the method.
They serve as a means for the continuation of the sense education and help the child to observe his surroundings. They thus add to his intellectual refinement, and, as regards writing, they prepare for the high and low strokes. After such practice it will be _easy for the child to make high or low letters_, and this will do away with the _ruled note-books_ such as are used in Italy in the various elementary cla.s.ses.
In the _acquiring_ of the use of _written language_ we go as far as the knowledge of the letters of the alphabet, and of composition with the movable alphabet.
In Arithmetic, as far as a knowledge of the figures. The child places the corresponding figures beside the number of blue and red sections on each rod of the Long Stair.
The children now take the exercise with the wooden pegs.
Also the games which consist in placing under the figures, on the table, a corresponding number of coloured counters. These are arranged in columns of twos, thus making the question of odd and even numbers clear.
(This arrangement is taken from Seguin.)
_Fifth Grade_
We continue the preceding exercises. We begin more complicated rhythmic exercises.
In design we begin:
(_a_) The use of water colours.
(_b_) Free drawing from nature (flowers, etc.).
Composition of words and phrases with the movable alphabet.
(_a_) Spontaneous writing of words and phrases.
(_b_) Reading from slips prepared by the directress.
We continue the arithmetical operations which we began with the Long Stair.
The children at this stage present most interesting differences of development. They fairly _run_ toward instruction, and order their _intellectual growth_ in a way that is remarkable.
This joyous growth is what we so rejoice in, as we watch in these children, humanity, growing in the spirit according to its own deep laws. And only he who experiments can say how great may be the harvest from the sowing of such seed.
CHAPTER XXI
GENERAL REVIEW OF DISCIPLINE
The acc.u.mulated experience we have had since the publication of the Italian version has repeatedly proved to us that in our cla.s.ses of little children, numbering forty and even fifty, the discipline is much better than in ordinary schools. For this reason I have thought that an a.n.a.lysis of the discipline obtained by our method--which is based upon liberty,--would interest my American readers.
Whoever visits a well kept school (such as, for instance, the one in Rome directed by my pupil Anna Maccheroni) is struck by the discipline of the children. There are forty little beings--from three to seven years old, each one intent on his own work; one is going through one of the exercises for the senses, one is doing an arithmetical exercise; one is handling the letters, one is drawing, one is fastening and unfastening the pieces of cloth on one of our little wooden frames, still another is dusting. Some are seated at the tables, some on rugs on the floor. There are m.u.f.fled sounds of objects lightly moved about, of children tiptoeing. Once in a while comes a cry of joy only partly repressed, "Teacher! Teacher!" an eager call, "Look! see what I"ve done." But as a rule, there is entire absorption in the work in hand.
The teacher moves quietly about, goes to any child who calls her, supervising operations in such a way that anyone who needs her finds her at his elbow, and whoever does not need her is not reminded of her existence. Sometimes, hours go by without a word. They seem "little men," as they were called by some visitors to the "Children"s House"; or, as another suggested, "judges in deliberation."
In the midst of such intense interest in work it never happens that quarrels arise over the possession of an object. If one accomplishes something especially fine, his achievement is a source of admiration and joy to others: no heart suffers from another"s wealth, but the triumph of one is a delight to all. Very often he finds ready imitators. They all seem happy and satisfied to do what they can, without feeling jealous of the deeds of others. The little fellow of three works peaceably beside the boy of seven, just as he is satisfied with his own height and does not envy the older boy"s stature. Everything is growing in the most profound peace.
If the teacher wishes the whole a.s.sembly to do something, for instance, leave the work which interests them so much, all she needs to do is to speak a word in a low tone, or make a gesture, and they are all attention, they look toward her with eagerness, anxious to know how to obey. Many visitors have seen the teacher write orders on the blackboard, which were obeyed joyously by the children. Not only the teachers, but anyone who asks the pupils to do something is astonished to see them obey in the minutest detail and with obliging cheerfulness.
Often a visitor wishes to hear how a child, now painting, can sing. The child leaves his painting to be obliging, but the instant his courteous action is completed, he returns to his interrupted work. Sometimes the smaller children finish their work before they obey.
A very surprising result of this discipline came to our notice during the examinations of the teachers who had followed my course of lectures.
These examinations were practical, and, accordingly, groups of children were put at the disposition of the teachers being examined, who, according to the subject drawn by lot, took the children through a given exercise. While the children were waiting their turn, they were allowed to do just as they pleased. _They worked incessantly_, and returned to their undertakings as soon as the interruption caused by the examination was over. Every once in a while, one of them came to show us a drawing made during the interval. Miss George of Chicago was present many times when this happened, and Madame Pujols, who founded the first "Children"s House" in Paris, was astonished at the patience, the perseverance, and the inexhaustible amiability of the children.
One might think that such children had been severely repressed were it not for their lack of timidity, for their bright eyes, for their happy, free aspect, for the cordiality of their invitations to look at their work, for the way in which they take visitors about and explain matters to them. These things make us feel that we are in the presence of the masters of the house; and the fervour with which they throw their arms around the teacher"s knees, with which they pull her down to kiss her face, shows that their little hearts are free to expand as they will.
Anyone who has watched them setting the table must have pa.s.sed from one surprise to another. Little four-year-old waiters take the knives and forks and spoons and distribute them to the different places; they carry trays holding as many as five water-gla.s.ses, and finally they go from table to table, carrying big tureens full of hot soup. Not a mistake is made, not a gla.s.s is broken, not a drop of soup is spilled. All during the meal un.o.btrusive little waiters watch the table a.s.siduously; not a child empties his soup-plate without being offered more; if he is ready for the next course a waiter briskly carries off his soup-plate. Not a child is forced to ask for more soup, or to announce that he has finished.
[Ill.u.s.tration: MONTESSORI CHILDREN AT DINNER
The tables are set in the grounds of the school of the Franciscan Nuns, in Rome.]
[Ill.u.s.tration: SCHOOL AT TARRYTOWN, N. Y.
The two girls at the left are constructing the big stair and the tower.