Spontaneous Activity in Education by Maria Montessori (best historical biographies txt) 📕

All this preparatory work has served for the determination of the method now well known, but it is also the key to its continuation.

The material of development is necessary only as a starting point.—In the organization of the external means of development, there remains a material impress of the internal development, and of that which the soul needs in its progress, during its course, and in its flights. The material part does not contain the impress of the whole soul, any more than the impress of the foot is the impress of the whole body; the aviation-ground is not the sphere of action proper to the aeroplane, but it is the part of terra-firma necessary for flight, and it is also the resting-place, the refuge, the hangar to which the aeroplane must always return. Thus in psychical formation there is a necessary material part from which the spirit rises, and where it should find repose, refuge, and a point of support, Without this it could not grow and rise "freely."

In order that it may be a true support it ought "to reproduce its forms" and contain them in the part corresponding to the peculiar functions of the material aid. Thus, for instance, in the first period of the psychical life, the material corresponds to the primitive exercises of the senses—it is in quality and quantity determined by the sensory needs given by nature—and permits an exercise of the activities sufficient to mature a superior psychical state of observation and abstraction. Vice versa, nothing corresponds in the material to the subsequent career which the childish spirit accomplishes with such delight and with so much acquisition of knowledge. But we then see the spirit eager for higher kinds of exercise—and now we witness the same primitive phenomenon of attention, which will exercise itself henceforth upon the alphabet and arithmetical material, repeating in a more complex form methodical exercises of the intelligence by linking auditory images with the visible and motor images of the spoken and written word; and in the positive study of quantities, proportions, and number. The same concomitant phenomena of "patience" and "perseverance" then manifest themselves, together with those of vivacity, activity, and joy, characteristic of the spirit when the internal energies have found their keyboard, the gymnasium in which they exercise themselves freely and tranquilly.

And the spirit, organized in this manner under the guidance of an order which corresponds to its natural order, becomes fortified, grows vigorously, and manifests itself in the equilibrium, the serenity, the self-control which produce the wonderful discipline characteristic of the behavior of our children.

The external material, then, should present itself to the psychical requirements of the child as a staircase which helps him to ascend, step by step, and on the steps of this staircase there will of necessity be disposed the means of culture, and of the higher formation. Therefore the psychical exercises require new material, and this, if it is to fulfil its purpose, must contain new and more complex forms of objects capable of fixing the attention, of making the intelligence ripen in the continual exercise of its own energies, and of producing those phenomena of persistence in application and of patience to which will be added elasticity, psychical equilibrium, and the capacity for abstraction and spontaneous creation. Thus, in the subsequent development of the children, we see them applying themselves to those exercises of the memory which seem to us most arid, because a desire has been born in them, not only to retain the images they encounter in the world, but also to "acquire knowledge rapidly" by a determined effort. An example of this is seen in the surprising yet common phenomenon of committing the multiplication table to memory, whereas the memorizing of poems and prose extracts, although this is sometimes a passion, causes us no surprise.

Very interesting again, is the detachment the child shows at a certain point from the aids to arithmetical calculation; at a certain stage of maturity he desires to "reason in the abstract" and make "abstract calculations with numbers," as if obeying an internal impulse which seeks to liberate the soul from every material bond and at the same time to effect an economy of time. Hereupon we see children of eight years old become eager and precocious calculators.

Children thus launched upon the enterprises of self-education acquire a remarkable "sensibility" as to their own internal needs. Just as the new-born infant whose food is rationally regulated, is silent and tranquil during the two hours of digestion and assimilation, and cries out the moment the hour for a fresh meal has struck, so do these children "ask for help," ask for "new materials," new "forms of work," as soon as they have accomplished their mysterious phenomena of internal maturation, and ask for them determinately, indicating their most immediate need, just as one in physical want would be able to state distinctly whether he were hungry, thirsty, or sleepy. A child, in like manner, asks for reading, or grammatical exercises, or means for observing Nature. His sensibility manifests itself in a lucid and intense desire, to which the teacher has only to respond.

It is evident that some external basis is necessary in the progressive development of such phenomena, and that the teacher, who is to respond to the requests of the child in conscious evolution, cannot do so adequately by haphazard means; he must be guided by conditions previously determined by experience. In other words, those external means already alluded to several times, that staircase, the steps of which lead the soul upwards, must have been already established by experience, just as all the preceding means of the first development of the infant were established.

The construction of the ascending stairway, of the external means of support for the soul in process of evolution, is gradually amplified, like an inverted cone, the apex of which touches the very beginnings of psychical life, resting upon that primitive impulse which attracts the child of two and a half to the sensory stimuli, just as hunger leads the new-born infant to perform the wonderful complex action of sucking. And as these external means multiply, they are complicated more and more by the growing psychical needs of the child, and comprise within themselves the principles of culture.

The highest external organization is not based solely upon psychological necessities, but also upon those factors which take into account the cultural aspect itself. Each subject of study, as, for instance, arithmetic, grammar, geometry, natural science, music, literature, should be presented by means of external objects upon a well-defined systematic plan. The essentially psychological character of the preliminary work must now be supplemented by the collaboration of specialists in each subject, in order to ensure the establishment of that aggregate of means necessary and sufficient to incite to auto-education.

This is the experimental preparatory work, which establishes those means of development, those external impressions, necessary to unfold the inner life, and an exact correspondence to the psychical needs of formation is essential in their construction.

Up to a certain point, they might correspond with the so-called didactic or objective material of the old methods. Their significance, however, is profoundly different. The objective material of the old schools was an aid to the teacher, in making his explanations comprehensible to a collective class listening passively to him. The objects were related solely to the things to be explained, and these were chosen at random, that is to say, without any scientific criterion of their relation to the psychical needs of the child.

Here, on the other hand, the means of development are experimentally determined with reference to the psychical evolution of the child; and their aim is not to give mere instruction; they represent the means which induce a spontaneous interpretation of the internal energies.

The external material is then offered, and left freely to the natural individual energies of the children. They choose the objects they prefer; and such preference is dictated by the internal needs of "psychical growth." Each child occupies himself with each object chosen for as long as he wishes; and this desire corresponds to the needs of the intimate maturation of the spirit, a process which demands persevering and prolonged exercise. No guide, no teacher can divine the intimate need of each pupil, and the time of maturation necessary to each; but only leave the child free, and all this will be revealed to us under the guidance of nature.

Psychical truths.—It is necessary to adopt a scientific point of view in order to interpret the facts that reveal themselves in children when they are developed upon this system, and to divest oneself completely of the old scholastic conception according to which the progress of the child is assessed according to his proficiency in the various subjects of study. Here, almost like the naturalist, it is essential to observe the development of certain phenomena of life. It is true that we prepare special "external conditions"; but the psychical effects are directly bound up with the spontaneous development of the internal activity of the child.

Hence there is no direct correspondence between teacher and child; instruction is certainly not a cause of the effects observed. It is the objects of the method which, as "re-agents," provoke special psychical reactions; these may be summed up as an awakening, as an organization of the personality. Discipline, as the first result of an order establishing itself within, is the principal phenomenon to be looked for as the "external sign" of an internal process that has been initiated.

During the first days when a new school is opened, we may consider a certain initial disorder as characteristic, especially if the teacher is making her first experiment, and consequently is handicapped by her over-sanguine expectations. The immediate response of the child to the material does not take place; the teacher is perhaps discomfited by the fact that the children do not throw themselves, as she had hoped, upon the objects, choosing them according to their individual taste. If, indeed, the pupils are very poor children, this phenomenon does nearly always happen at once; but if they are well-to-do children, already sated by the variety of their possessions, and by the most costly toys, they are very rarely attracted at first by the stimuli presented to them. This naturally leads to disorder when the mistress makes a kind of chain of that "liberty" she is to respect, and a dogma of the correlation existing between the stimulus and the childish soul. Experienced teachers, on the other hand, understand better that liberty begins when the life that must be developed in the child is initiated, and they possess a tact which greatly facilitates orientation in the initial period.

However, an experience under the most difficult conditions, as between a teacher making her first experiment, and a class of wealthy children, is more instructive, and gives us a clearer picture of the fundamental psychical phenomenon, which may be compared to the order which springs up out of chaos.

I quote, in this connection, various descriptions, some of which already have been published, among them that given by Miss George, of her first school in the United States, and that of Mlle. Dufresne in England.

The initial disorder is eloquently set forth by Miss George: "They (the children) at first snatched the objects out of each other's hands; if I tried to show an object to any particular pupil, the others dropped what they themselves were holding and gathered aimlessly and noisily round us. When I had finished explaining the nature of an object, all the children snatched at it and quarreled for its possession. The children showed no interest in the material: they passed from one object to another without persevering in the use of any.... One