Spontaneous Activity in Education by Maria Montessori (best historical biographies txt) π
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There was an older child in the school, whose parents, both father and mother, were positively hostile to religion. This child, although she showed great interest in the school exercises, was always restless. Later, when some wonderful children's parties were given in the villa where she lived, which were arranged with great skill and were veritable works of art, she became still more restless and cynical, almost as if she were suffering from some disillusionment. One day she called an orphan child from Messina, who was one of our children who had come from the school in the Via Giusti, and took her away into a quiet corner, asking her to repeat the Lord's Prayer. The orphan recited it, while the rich child gazed at her eagerly. Then, as if in obedience to an inspiration, she went to the piano to play; but her hands trembled; she threw herself on one side, with her elbow on the keyboard and her head hanging, unable to conceal her agitation any longer. Her soul was seeking to satisfy its yearning; nothing could give her peace but the one thing those who loved her wished to withhold from her. Her heart was still alive and eager: "Like as the heart desireth the water brooks, so longeth my soul after thee, O God."
As yet the coarse scoria evolved from darkness, which makes it so difficult for the adult to embrace the mysteries of the spirit like a little child, had not formed around her. Later, such mysteries become incomprehensible; as to Nicodemus, who replied to Christ: "How can a man be born again? Can he enter a second time into his mother's womb?"
But this rapid survey will suffice to make us understand that the little child has other needs, in addition to his intellectual wants, and that long before his intelligence is developed and satisfied, his pure and open spirit reflects the divine light. He is perhaps the Parsifal for whom we are waiting, depressed and sick at heart, while because of the impurity of our hands the dove can no longer descend in the Holy Grail towards the chalice filled with the blood of Peace.[10]
[1] Of course, should the child of the wet nurse have died, there can be no question of an infringement of its rights. But such cases have no relation to those in which the rich mother requires a nurse for the child she is unable to suckle herself, owing to pathological reasons.
I may draw attention to a precautionary measure which has become a law in Germany: this prohibits the acceptance of a post as wet nurse by a mother until six months after the birth of her own child. This interval is considered sufficiently long to guarantee the health of the infant. Moreover, the special care devoted to artificial feeding in Germany provides a satisfactory substitute for wet nursing, in the case of children who are deprived of maternal nourishment. Such laws and provisions are a first step towards the recognition of the "civil rights" of poor infants.
[2] These two examples are taken from the well-known review, I Diritti della Scuola, Year xiv.
[3] This was published in the review, La Voce delle Maestre d'Asilo, Year viii.
[4] The children are expected to know that the stove gives out heat, by an effort of memory.
[5] F. Alengry, Education based upon Psychology and Morality.
[6] Bronardet and Mosny, Hygiène Scolaire. Boillière, Paris, 1914, pp. 142, 143, 430, 496.
[7] But a great physicist, unable to share amusement, wrote: "It is sad to see a municipality giving credence to the babble of the vulgar in a protocol, and to see authentic testimonies to an occurrence which is obviously impossible."
[8] From Haeckel's Anthropogenie.
[9] At present some very interesting experiments in religious education are being carried out in the "Escola Montessori" at Barcelona, under the direction of the Provincial Deputies of that city.
[10] The moral question is barely indicated and is not even comprehensively indicated. Such a work, indeed, represents an experimental contribution to the education of the intelligence. At present an experimental study of the moral and religious education of children has only just been initiated at Barcelona (Spain). A book on this subject should form a sequel to this volume.
I cannot foresee whether I and my colleagues will be able to bring such a heavy task to a successful conclusion.
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