The Montessori Method Part 14

He would remain there _for a large part of the night_, erect, motionless, with his head thrust forward, his eyes fixed on the countryside lighted by the moon, plunged in a sort of contemplative ecstasy, the immobility and silence of which were only interrupted at long intervals by a breath as deep as a sigh, which died away in a plaintive sound of lamentation."

Elsewhere, Itard relates that the boy did not know the _walking gait_ which we use in civilised life, but only the _running gait_, and tells how he, Itard, ran after him at the beginning, when he took him out into the streets of Paris, rather than violently check the boy's running.

The gradual and gentle leading of the savage through all the manifestations of social life, the early adaptation of the teacher to the pupil rather than of the pupil to the teacher, the successive attraction to a new life which was to win over the child by its charms, and not be imposed upon him violently so that the pupil should feel it as a burden and a torture, are as many precious educative expressions which may be generalised and applied to the education of children.

I believe that there exists no doc.u.ment which offers so poignant and so eloquent a contrast between the life of nature and the life of society, and which so graphically shows that society is made up solely of renunciations and restraints. Let it suffice to recall the run, checked to a walk, and the loud-voiced cry, checked to the modulations of the ordinary speaking voice.

And, yet, without any violence, leaving to social life the task of charming the child little by little, Itard's education triumphs. It is true that civilised life is made by renunciation of the life of nature; it is almost the s.n.a.t.c.hing of a man from the lap of earth; it is like s.n.a.t.c.hing the new-born child from its mother's breast; but it is also a new life.

In Itard's pages we see the final triumph of the love of man over the love of nature: the savage of the Aveyron ends by _feeling_ and preferring the affection of Itard, the caresses, the tears shed over him, to the joy of immersing himself voluptuously in the snow, and of contemplating the infinite expanse of the sky on a starry night: one day after an attempted escape into the country, he returns of his own accord, humble and repentant, to find his good soup and his warm bed.

It is true that man has created enjoyments in social life and has brought about a vigorous human love in community life. But nevertheless he still belongs to nature, and, especially when he is a child, he must needs draw from it the forces necessary to the development of the body and of the spirit. We have intimate communications with nature which have an influence, even a material influence, on the growth of the body.

(For example, a physiologist, isolating young guinea pigs from terrestrial magnetism by means of insulators, found that they grew up with rickets.)

In the education of little children Itard's educative drama is repeated: we must prepare man, who is one among the living creatures and therefore belongs to nature, for social life, because social life being his own peculiar work, must also correspond to the manifestation of his natural activity.

But the advantages which we prepare for him in this social life, in a great measure escape the little child, who at the beginning of his life is a predominantly vegetative creature.

To soften this transition in education, by giving a large part of the educative work to nature itself, is as necessary as it is not to s.n.a.t.c.h the little child suddenly and violently from its mother and to take him to school; and precisely this is done in the "Children's Houses," which are situated within the tenements where the parents live, where the cry of the child reaches the mother and the mother's voice answers it.

Nowadays, under the form of child hygiene, this part of education is much cultivated: children are allowed to grow up in the open air, in the public gardens, or are left for many hours half naked on the seash.o.r.e, exposed to the rays of the sun. It has been understood, through the diffusion of marine and Apennine colonies, that the best means of invigorating the child is to immerse him in nature.

Short and comfortable clothing for children, sandals for the feet, nudity of the lower extremities, are so many liberations from the oppressive shackles of civilisation.

It is an obvious principle that we should sacrifice to natural liberties in education only as much as is _necessary_ for the acquisition of the greater pleasures which are offered by civilisation without _useless sacrifices_.

But in all this progress of modern child education, we have not freed ourselves from the prejudice which denies children spiritual expression and spiritual needs, and makes us consider them only as amiable vegetating bodies to be cared for, kissed, and set in motion. The _education_ which a good mother or a good modern teacher gives to-day to the child who, for example, is running about in a flower garden is the counsel _not to touch the flowers_, not to tread on the gra.s.s; as if it were sufficient for the child to satisfy the physiological needs of his body by moving his legs and breathing fresh air.

But if for the physical life it is necessary to have the child exposed to the vivifying forces of nature, it is also necessary for his psychical life to place the soul of the child in contact with creation, in order that he may lay up for himself treasure from the directly educating forces of living nature. The method for arriving at this end is to set the child at agricultural labour, guiding him to the cultivation of plants and animals, and so to the intelligent contemplation of nature.

Already, in England Mrs. Latter has devised the _basis_ for a method of child education by means of _gardening_ and _horticulture_. She sees in the contemplation of developing life the bases of religion, since the soul of the child may go from the creature to the Creator. She sees in it also the point of departure for intellectual education, which she limits to drawing from life as a step toward art, to the ideas about plants, insects, and seasons, which spring from agriculture, and to the first notions of household life, which spring from the cultivation and the culinary preparation of certain alimentary products that children later serve upon the table, providing afterwards also for the was.h.i.+ng of the utensils and tableware.

Mrs. Latter's conception is too one-sided; but her inst.i.tutions, which continue to spread in England, undoubtedly complete the natural _education_ which, up to this time limited to the physical side, has already been so efficacious in invigorating the bodies of English children. Moreover, her experience offers a positive corroboration of the practicability of agricultural teaching in the case of little children.

As for deficients, I have seen agriculture applied on a large scale to their education at Paris by the means which the kindly spirit of Baccelli tried to introduce into the elementary schools when he attempted to inst.i.tute the "little educative gardens." In every _little garden_ are sown different agricultural products, demonstrating practically the proper method and the proper time for seeding and for crop gathering, and the period of development of the various products; the manner of preparing the soil, of enriching it with natural or chemical manures, etc. The same is done for ornamental plants and for gardening, which is the work yielding the best income for deficients, when they are of an age to practise a profession.

But this side of education, though it contains, in the first place, an objective method of intellectual culture, and, in addition, a professional preparation, is not, in my opinion, to be taken into serious consideration for child education. The educational conception of this age must be solely that of aiding the psycho-physical development of the individual; and, this being the case, agriculture and animal culture contain in themselves precious means of moral education which can be a.n.a.lysed far more than is done by Mrs. Latter, who sees in them essentially a method of conducting the child's soul to religious feeling. Indeed, in this method, which is a progressive ascent, several gradations can be distinguished: I mention here the princ.i.p.al ones:

_First._ _The child is initiated into observation_ of the phenomena of life. He stands with respect to the plants and animals in relations a.n.a.logous to those in which the _observing_ teacher stands towards him.

Little by little, as interest and observation grow, his zealous care for the living creatures grows also, and in this way, the child can logically be brought to appreciate the care which the mother and the teacher take of him.

_Second._ The child is initiated into _foresight_ by way of _auto-education_; when he knows that the life of the plants that have been sown depends upon his care in watering them, and that of the animals, upon his diligence in feeding them, without which the little plant dries up and the animals suffer hunger, the child becomes vigilant, as one who is beginning to feel a mission in life. Moreover, a voice quite different from that of his mother and his teacher calling him to his duties, is speaking here, exhorting him never to forget the task he has undertaken. It is the plaintive voice of the needy life which lives by his care. Between the child and the living creatures which he cultivates there is born a mysterious correspondence which induces the child to fulfil certain determinate acts without the intervention of the teacher, that is, leads him to an _auto-education_.

The rewards which the child reaps also remain between him and nature: one fine day after long patient care in carrying food and straw to the brooding pigeons, behold the little ones! behold a number of chickens peeping about the setting hen which yesterday sat motionless in her brooding place! behold one day the tender little rabbits in the hutch where formerly dwelt in solitude the pair of big rabbits to which he had not a few times lovingly carried the green vegetables left over in his mother's kitchen!

I have not yet been able to inst.i.tute in Rome the breeding of animals, but in the "Children's Houses" at Milan there are several animals, among them a pair of pretty little white American fowl that live in a diminutive and elegant _chalet_, similar in construction to a Chinese paG.o.da: in front of it, a little piece of ground inclosed by a rampart is reserved for the pair. The little door of the _chalet_ is locked at evening, and the children take care of it in turn. With what delight they go in the morning to unlock the door, to fetch water and straw, and with what care they watch during the day, and at evening lock the door after having made sure that the fowl lack nothing! The teacher informs me that among all the educative exercises this is the most welcome, and seems also the most important of all. Many a time when the children are tranquilly occupied in tasks, each at the work he prefers, one, two, or three, get up silently, and go out to cast a glance at the animals to see if they need care. Often it happens that a child absents himself for a long time and the teacher surprises him watching enchantedly the fish gliding ruddy and resplendent in the sunlight in the waters of the fountain.

One day I received from the teacher in Milan a letter in which she spoke to me with great enthusiasm of a truly wonderful piece of news. The little pigeons were hatched. For the children it was a great festival.

They felt themselves to some extent the parents of these little ones, and no artificial reward which had flattered their vanity would ever have provoked such a truly fine emotion. Not less great are the joys which vegetable nature provides. In one of the "Children's Houses" at Rome, where there was no soil that could be cultivated, there have been arranged, through the efforts of Signora Talamo, flower-pots all around the large terrace, and climbing plants near the walls. The children never forget to water the plants with their little watering-pots.

One day I found them seated on the ground, all in a circle, around a splendid red rose which had bloomed in the night; silent and calm, literally immersed in mute contemplation.

_Third._ The children are initiated into the virtue of _patience and into confident expectation_, which is a form of faith and of philosophy of life.

When the children put a seed into the ground, and wait until it fructifies, and see the first appearance of the shapeless plant, and wait for the growth and the transformations into flower and fruit, and see how some plants sprout sooner and some later, and how the deciduous plants have a rapid life, and the fruit-trees a slower growth, they end by acquiring a peaceful equilibrium of conscience, and absorb the first germs of that wisdom which so characterised the tillers of the soil in the time when they still kept their primitive simplicity.

_Fourth._ _The children are inspired with a feeling for nature_, which is maintained by the marvels of creation--that creation which _rewards_ with a generosity not measured by the labour of those who help it to evolve the life of its creatures.

Even while at the work, a sort of correspondence arises between the child's soul and the lives which are developed under his care. The child loves naturally the manifestations of life: Mrs. Latter tells us how easily little ones are interested even in earthworms and in the movement of the larvae of insects in manure, without feeling that horror which we, who have grown up isolated from nature, experience towards certain animals. It is well then, to develop this feeling of trust and confidence in living creatures, which is, moreover, a form of love, and of union with the universe.

But what most develops a feeling of nature is the _cultivation_ of the _living_ things, because they by their natural development give back far more than they receive, and show something like infinity in their beauty and variety. When the child has cultivated the iris or the pansy, the rose or the hyacinth, has placed in the soil a seed or a bulb and periodically watered it, or has planted a fruit-bearing shrub, and the blossomed flower and the ripened fruit offer themselves as a _generous gift_ of nature, a rich reward for a small effort; it seems almost as if nature were answering with her gifts to the feeling of desire, to the vigilant love of the cultivator, rather than striking a balance with his material efforts.

It will be quite different when the child has to gather the _material_ fruits of his labour: motionless, uniform objects, which are consumed and dispersed rather than increased and multiplied.

The difference between the products of nature and those of industry, between divine products and human products--it is this that must be born spontaneously in the child's conscience, like the determination of a fact.

But at the same time, as the plant must give its fruit, so man must give his labour.

_Fifth._ _The child follows the natural way of development of the human race._ In short, such education makes the evolution of the individual harmonise with that of humanity. Man pa.s.sed from the natural to the artificial state through agriculture: when he discovered the secret of intensifying the production of the soil, he obtained the reward of civilisation.

The same path must be traversed by the child who is destined to become a civilised man.

The action of educative nature so understood is very practically accessible. Because, even if the vast stretch of ground and the large courtyard necessary for physical education are lacking, it will always be possible to find a few square yards of land that may be cultivated, or a little place where pigeons can make their nest, things sufficient for spiritual education. Even a pot of flowers at the window can, if necessary, fulfil the purpose.

In the first "Children's House" in Rome we have a vast courtyard, cultivated as a garden, where the children are free to run in the open air--and, besides, a long stretch of ground, which is planted on one side with trees, has a branching path in the middle, and on the opposite side, has broken ground for the cultivation of plants. This last, we have divided into so many portions, reserving one for each child.

While the smaller children run freely up and down the paths, or rest in the shade of the trees, the _possessors of the earth_ (children from four years of age up), are sowing, or hoeing, watering or examining, the surface of the soil watching for the sprouting of plants. It is interesting to note the following fact: the little reservations of the children are placed along the wall of the tenement, in a spot formerly neglected because it leads to a blind road; the inhabitants of the house, therefore, had the habit of throwing from those windows every kind of offal, and at the beginning our garden was thus contaminated.

But, little by little, without any exhortation on our part, solely through the respect born in the people's mind for the children's labour, nothing more fell from the windows, except the loving glances and smiles of the mothers upon the soil which was the beloved possession of their little children.

CHAPTER XI

MANUAL LABOUR--THE POTTER'S ART AND BUILDING

Manual labour is distinguished from manual gymnastics by the fact that the object of the latter is to exercise the hand, and the former, to _accomplish a determinate work_, being, or simulating, a socially useful object. The one perfects the individual, the other enriches the world; the two things are, however, connected because, in general, only one who has perfected his own hand can produce a useful product.

I have thought wise, after a short trial, to exclude completely Froebel's exercises, because weaving and sewing on cardboard are ill adapted to the physiological state of the child's visual organs where the powers of the accommodation of the eye have not yet reached complete development; hence, these exercises cause an _effort_ of the organ which may have a fatal influence on the development of the sight. The other little exercises of Froebel, such as the folding of paper, are exercises of the hand, not work.

There is still left plastic work,--the most rational among all the exercises of Froebel,--which consists in making the child reproduce determinate objects in clay.

In consideration, however, of the system of liberty which I proposed, I did not like to make the children _copy_ anything, and, in giving them clay to fas.h.i.+on in their own manner, I did not direct the children to _produce useful things_; nor was I accomplis.h.i.+ng an educative result, inasmuch as plastic work, as I shall show later, serves for the study of the psychic individuality of the child in his spontaneous manifestations, but not for his education.

I decided therefore to try in the "Children's Houses" some very interesting exercises which I had seen accomplished by an artist, Professor Randone, in the "School of Educative Art" founded by him. This school had its origin along with the society for young people, called _Giovinezza Gentile_, both school and society having the object of educating youth in gentleness towards their surroundings--that is, in respect for objects, buildings, monuments: a really important part of civil education, and one which interested me particularly on account of the "Children's Houses," since that inst.i.tution has, as its fundamental aim, to teach precisely this respect for the walls, for the house, for the surroundings.

Very suitably, Professor Randone had decided that the society of _Giovinezza Gentile_ could not be based upon sterile theoretical preachings of the principles of citizens.h.i.+p, or upon moral pledges taken by the children; but that it must proceed from an artistic education which should lead the youth to appreciate and love, and consequently respect, objects and especially monuments and historic buildings. Thus the "School of Educative Art" was inspired by a broad artistic conception including the reproduction of objects which are commonly met in the surroundings; the history and pre-history of their production, and the ill.u.s.tration of the princ.i.p.al civic monuments which, in Rome, are in large measure composed of archaeological monuments. In order the more directly to accomplish his object, Professor Randone founded his admirable school in an opening in one of the most artistic parts of the walls of Rome, namely, the wall of Belisarius, overlooking the Villa Umberto Primo--a wall which has been entirely neglected by the authorities and by no means respected by the citizens, and upon which Randone lavished care, decorating it with graceful hanging gardens on the outside, and locating within it the School of Art which was to shape the _Giovinezza Gentile_.