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

This attitude of humility is an element of patience. In all things the scientist is humble: from the external action of descending from his professional throne to work standing at a little table, from the taking off of his robes to don the workman's blouse, from having laid aside the dignity of one who states an authoritative and indisputable truth to assume the position of one who is seeking the truth together with his pupils, and inviting them to verify it, to the end not that they should learn a doctrine but that they should be spurred to activity by the truth—from all this, down to the tasks he carries out in his laboratory. He considers nothing too small to absorb all his powers, to claim his entire attention, to occupy all his time. Even when social honors are heaped upon him, he maintains the same attitude, which is to him the only true honor, the real source of his greatness. A microbe, an excretion, anything, may interest the man of science, even though he be a senator or a Minister of State. The example of Cincinnatus is not to be compared with that of the modern scientist, for these workers surpass Cincinnatus immeasurably, in their power of bringing glory and salvation to humanity.

But the highest form of humility in men of science is their ready self-abnegation, not only in externals, but even in spiritual things, such as a cherished ideal, convictions that have germinated in their minds. Confronted with truth, the man of science has no pre-conceptions; he is ready to renounce all those cherished ideas of his own that may diverge therefrom. Thus, gradually, he purifies himself from error, and keeps his mind always fresh, always clear, naked as the Truth with which he desires to blend in a sublime union.

Is not this, perhaps, the reason why the specialist in infantile diseases has at present a social dignity and authority far superior to those of a schoolmaster? Yet the specialist merely seeks for truth among the excretions of the child's diseased body; but the master veils its soul with errors.

But how would it be if the master should seek the truth in the soul of the child? What an incomparable dignity would be his! To raise himself to this height, however, he would have to be initiated into the ways of humility, of self-abnegation, of patience; and to destroy the pride which is built on the void of vanity. After this he, too, might put on the spiritual vesture of the scientist, saying to the people: What did you see in the other true sciences? Reeds shaken by the wind? Men clothed in soft raiment? No, you saw prophets; but I am more than a prophet; I am he who crieth in the wilderness: prepare ye the way of the Lord, make His paths straight.

More, indeed, than the other men of science; for they must always remain extraneous to the object of their study: electric energy, chemical energy, the life of microbes, the stars, are all things diverse and remote from the scientist. But the object of the schoolmaster is man himself; the psychical manifestations of children evoke something more in him than interest in the phenomenon; he obtains from them the revelation of himself, and his emotions vibrate at the contact of other souls like his own. All life may be his portion, not merely a part of life. Then those virtues, such as humility and patience, which spring up in the man of science within the limitations of the external aims he has fixed for himself, may here enfold the entire soul. Then it will no longer be a question of the "patience of the man of science," or the "humility of the man of science," but of the virtues of man in all their plenitude.

That spiritual expansion of the man of science which is, as it were, compressed into a tube, like rays of light passing through the cylinders of the telescope, may here be diffused on the horizon like the dazzling splendor of the sun. The so-called virtues are the necessary means, the methods of existence by which we attain to truth; but the delight of the scientist in his work must vary in proportion as this truth is manifested in a physical force, a protozoan, or the soul of man. The one name seems scarcely suitable for the two forms. We understand at once that, in comparison with the schoolmaster, the scientist must be to some extent a limited and arid being. The nobility of his spirit is lofty as man, but its dimensions are those of a brute force or an inferior life.

The spiritual life of man may blend with the virtues of the man of science only when the student and the subject of study can be fused together. Then science may become a wellspring of wisdom, and true positive science may become one with the true knowledge of the saints. There is a real mechanism of correspondence between the virtues of the man of science and the virtues of the saints; it is by means of humility and patience that the scientist puts himself in contact with material nature; and it is by means of humility and patience that the saint puts himself in contact with the spiritual nature of things, and as a consequence, mainly with man. The scientist is virtuous only within the limits of his material contacts; the saint is "all compact" of such virtue; his sacrifices and his enjoyments are alike illimitable. The scientist is a seer within the limits of his field of observation; the saint is a spiritual seer, but he also sees material things and their laws more clearly than other men, and invests them with spirit.

The modern scientist knows that every living thing is marvelous, and that the simplest and most primitive most readily reveal natural laws which help us to interpret the most complicated beings. St. Francis indeed knew this: "Come closer, O my sister," he said to the grasshopper chirping beneath the fig-tree near the window of his cell; "the smaller the creature the more perfectly does it reveal the power and goodness of the Creator."

Each tiny thing is worthy of the scientist's minute attention; he counts the articulations which make up the claws of an insect, and knows the veinings of its most delicate wings; he finds interesting details where the ordinary eye would not linger for a moment. St. Francis also observed these things, but they awoke in him a feeling of spiritual joy and called forth a hymn of praise: "Who, who gave me these little fairy feet, furnished with healthy and flexible little bones, to enable me to spring swiftly from branch to branch, from twig to twig? Who further gave me eyes, crystal globes that revolve and see before and behind, to spy out all my enemies, the predatory kite, the black crow, the greedy goose? And he gave me wings, delicate tissues of gold and green and blue, which reflect the color of the skies and of my trees."

The vision of the teacher should be at once precise like that of the scientist, and spiritual like that of the saint. The preparation for science and the preparation for sanctity should form a new soul, for the attitude of the teacher should be at once positive, scientific, and spiritual.

Positive and scientific, because she has an exact task to perform, and it is necessary that she should put herself into immediate relation with the truth, by means of rigorous observation, that she should strip off all illusions, all the idle creations of the fancy, that she should distinguish truth from falsehood unerringly, that, in fact, she should follow the example of the scientist, who takes account of every minute particle of matter, every elementary and embryonic form of life, but eliminates all optical delusions, all the confusion which impurities and foreign substances might introduce into the search for truth. To achieve such an attitude long practise is necessary, and a wide observation of life under the guidance of the biological sciences.

Spiritual, because it is to man that his powers of observation are to be applied, and because the characteristics of the creature who is to be his particular subject of observation are spiritual.

I would therefore initiate teachers into the observation of the most simple forms of living things, with all those aids which science gives; I would make them microscopists; I would give them a knowledge of the cultivation of plants and train them to observe their physiology; I would direct their observation to insects, and would make them study the general laws of biology. And I would not have them concerned with theory alone, but would encourage them to work independently in laboratories and in the bosom of free Nature.

This complex program of observation must not exclude the physical aspects of the child. Thus the direct and immediate preparation for a higher task should be the knowledge of the physical needs of the child, from birth to the age when psychical life is beginning to develop in his organization and becomes susceptible to treatment. By this I do not mean merely a theoretical course of anatomy, physiology, and hygiene; but a "practise" among little children, which aims at following their development closely, and foresees all their physical needs. The teacher, in other words, should prepare herself according to the methods of the biological sciences, entering with simplicity and objectivity into the very domain in which students of the natural sciences and of medicine are initiated, when they make their first experiments in the laboratory, before penetrating into the more profound problems of life related to their special study. In like manner those young men, who in our universities are destined to study vast and complex sciences, must in the beginning undertake the quiet and restful work of preparing an infusion, or the section of a rose-stalk, and thus experience, as they observe through the microscope, that emotion born of wonder, which awakens the consciousness and attracts it to the mysteries of life with a passionate enthusiasm. It was thus that we, accustomed hitherto to read in school only ponderous and arid printed books, felt that the book of Nature was opening before our spirit, infinite in its possibilities of creation and of miracle, and responding to all our latent and uncomprehended aspirations.

This should also be the book of the new teacher, the primer that should mold her for her mission of directing infant life. Such a preparation should generate in her consciousness a conception of life capable of transforming her, of calling forth in her a special "activity," an "aptitude" which shall make her efficient for her task. She should become a providential "force," a maternal "force."

But all this is but a part of the "preparation." The teacher must not remain thus on the threshold of life, like those scientists who are destined to observe plants and