The Montessori Method Part 7

[7] Incidentally, I may say, that I have invented a means of bathing children contemporaneously, without having a large bath. In order to manage this, I thought of having a long trough with supports at the bottom, on which small, separate tubs could rest, with rather large holes in the bottom. The little tubs are filled from the large trough, into which the water runs and then goes into all the little tubs together, by the law of the levelling of liquids, going through the holes in the bottom. When the water is settled, it does not pa.s.s from tub to tub, and the children will each have their own bath. The emptying of the trough brings with it the simultaneous emptying of the little tubs, which being of light metal, will be easily moved from the bottom of the big tub, in order to clean it. It is not difficult to imagine arranging a cork for the hole at the bottom. These are only projects for the future!

The form here given shows the register which we use in recording the weight of the children. Every page of the register corresponds to a month.

It seems to me that the anthropological measurements, the taking and recording of which I have just described, should be the only ones with which the schoolmistress need occupy herself; and, therefore, the only ones which should be taken actually within the school. It is my plan that other measurements should be taken by a physician, who either is, or is preparing to be, a specialist in infant anthropology. In the meantime, I take these special measurements myself.

====================================================== SEPTEMBER +----------+----------+----------+---------- 1st week 2nd week 3rd week 4th week Lbs. Lbs. Lbs. Lbs.

+----------+----------+----------+---------- Monday____ __________ __________ __________ __________ ______ __________ __________ __________ __________ ______ __________ __________ __________ __________ ______ __________ __________ __________ __________ ______ __________ __________ __________ __________ ______ __________ __________ __________ __________ Tuesday___ __________ __________ __________ __________ ______ __________ __________ __________ __________ ______ __________ __________ __________ __________ ______ __________ __________ __________ __________ ______ __________ __________ __________ __________ ______ __________ __________ __________ __________ Wednesday_ __________ __________ __________ __________ ______ __________ __________ __________ __________ ______ __________ __________ __________ __________ ______ __________ __________ __________ __________ ______ __________ __________ __________ __________ ______ __________ __________ __________ __________ ______ __________ __________ __________ __________ ______ __________ __________ __________ __________ Etc. ----------+----------+----------+----------+----------

The examination made by the physician must necessarily be complex, and to facilitate and regulate the taking of these measurements I have designed and had printed biological charts, of which I here give an example.

_Number_ _____________ _Date_ _________________

_Name and Surname_ ______________________________ _Age_ ________

_Name of Parents_ ________ _Mother's Age_ ___ _Father's Age_ ___

_Professions_ __________________________________________

_Details of Hereditary Antecedents_ ____________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

_Personal Antecedents_ ________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

ANTHROPOLOGICAL NOTES

+-------------------------------------------------------------+ Standing Weight Chest Seated Index of Ponderal Stature Meas. Stature Stature[8] Index[9] ----------+--------+-------+---------+------------+---------- ----------+--------+-------+---------+------------+---------- +----------+--------+-------+---------+------------+----------+

+------------------------------------+ HEAD ----------------+------------------- Dia. Dia. Cephalic Cir. Front Across Index to Back ------+---------+--------+---------- ------+---------+--------+---------- +------+---------+--------+----------+

_Physical Const.i.tution_ ________________________________ _Condition of Muscles_ ________________________________ _Colour of Skin_ ______________________________________ _Colour of Hair_ ______________________________________

NOTES _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

[8] For the Index of Stature Dr. Montessori combines the seated and standing statures.

[9] The Ponderal Index is found by combining the height and weight.

As will be seen, these charts are very simple. I made them so because I wished the doctor and the schoolmistress to be able to use them freely and independently.

By this method the anthropometrical records are arranged in an orderly way, while the simplicity of the mechanism, and the clearness of the charts, guarantee the making of such observations as I have considered fundamental. Referring to the physician's biographical chart, I advise that once a year the following measurements be taken: Circ.u.mference of the head; the two greater diameters of the head; the circ.u.mference of the chest; and the cephalic, ponderal, and stature indices. Further information concerning the selection of these measurements may be found in my treatise, "Antropologia Pedagogica." The physician is asked to take these measurements during the week, or at least within the month, in which the child completes a year of his age, and, if it is possible, on the birthday itself. In this way the task of the physician will also be made easier, because of its regularity. We have, at the most, fifty children in each of our schools, and the birthdays of these scattered over the 365 days of the year make it possible for the physician to take his measurements from time to time, so that the burden of his work is not heavy. It is the duty of the teacher to inform the doctor of the birthdays of the children.

The taking of these anthropometrical measurements has also an educational side to it, for the pupils, when they leave the "Children's House," know how to answer with clearness and certainty the following questions:--

On what day of the week were you born?

On what day of the month?

When does your birthday come?

And with all this they will have acquired habits of order, and, above all, they will have formed the habit of observing themselves. Indeed, I may say here, that the children take a great pleasure in being measured; at the first glance of the teacher and at the word stature, the child begins instantly to take off his shoes, laughing and running to place himself upon the platform of the anthropometer; placing himself of his own accord in the normal position so perfectly that the teacher needs only to arrange the indicator and read the result.

Aside from the measurements which the physician takes with the ordinary instruments (calipers and metal yard measure), he makes observations upon the children's colouring, condition of their muscles, state of their lymphatic glands, the condition of the blood, etc. He notices any malformations; describes any pathological conditions with care (any tendency to rickets, infant paralysis, defective sight, etc.). This objective study of the child will guide the doctor when he finds it advisable to talk with the parents concerning its condition. Following this, when the doctor has found it desirable, he makes a thorough, sanitary inspection of the home of the child, prescribing necessary treatment and eventually doing away with such troubles as eczema, inflammation of the ear, feverish conditions, intestinal disturbances, etc. This careful following of the case in hand is greatly a.s.sisted by the existence of the _dispensary within the house_, which makes feasible direct treatment and continual observation.

I have found that the usual question asked patients who present themselves at the clinics, are not adapted for use in our schools, as the members of the families living in these tenements are for the greater part perfectly normal.

I therefore encourage the directress of the school to gather from her conversations with the mothers information of a more practical sort. She informs herself as to the education of the parents, their habits, the wages earned, the money spent for household purposes, etc., and from all this she outlines a history of each family, much on the order of those used by Le-Play. This method is, of course, practical only where the directress lives among the families of her scholars.

In every case, however, the physician's advice to the mothers concerning the hygienic care of each particular child, as well as his directions concerning hygiene in general, will prove most helpful. The directress should act as the go-between in these matters, since she is in the confidence of the mothers, and since from her, such advice comes naturally.

ENVIRONMENT: SCHOOLROOM FURNIs.h.i.+NGS

The method of _observation_ must undoubtedly include the _methodical observation_ of the morphological growth of the pupils. But let me repeat that, while this element necessarily enters, it is not upon this particular kind of observation that the method is established.

The method of observation is established upon one fundamental base--_the liberty of the pupils in their spontaneous manifestations_.

With this in view, I first turned my attention to the question of environment, and this, of course, included the furnis.h.i.+ng of the schoolroom. In considering an ample playground with s.p.a.ce for a garden as an important part of this school environment, I am not suggesting anything new.

The novelty lies, perhaps, in my idea for the use of this open-air s.p.a.ce, which is to be in direct communication with the schoolroom, so that the children may be free to go and come as they like, throughout the entire day. I shall speak of this more fully later on.

The princ.i.p.al modification in the matter of school furnis.h.i.+ngs is the abolition of desks, and benches or stationary chairs. I have had tables made with wide, solid, octagonal legs, spreading in such a way that the tables are at the same time solidly firm and very light, so light, indeed, that two four-year-old children can easily carry them about.

These tables are rectangular and sufficiently large to accommodate two children on the long side, there being room for three if they sit rather close together. There are smaller tables at which one child may work alone.

I also designed and had manufactured little chairs. My first plan for these was to have them cane seated, but experience has shown the wear on these to be so great, that I now have chairs made entirely of wood.

These are very light and of an attractive shape. In addition to these, I have in each schoolroom a number of comfortable little armchairs, some of wood and some of wicker.

Another piece of our school furniture consists of a little washstand, so low that it can be used by even a three-year-old child. This is painted with a white waterproof enamel and, besides the broad, upper and lower shelves which hold the little white enameled basins and pitchers, there are small side shelves for the soap-dishes, nail-brushes, towels, etc.

There is also a receptacle into which the basins may be emptied.

Wherever possible, a small cupboard provides each child with a s.p.a.ce where he may keep his own soap, nail-brush, tooth-brush, etc.

In each of our schoolrooms we have provided a series of long low cupboards, especially designed for the reception of the didactic materials. The doors of these cupboards open easily, and the care of the materials is confided to the children. The tops of these cases furnish room for potted plants, small aquariums, or for the various toys with which the children are allowed to play freely. We have ample blackboard s.p.a.ce, and these boards are so hung as to be easily used by the smallest child. Each blackboard is provided with a small case in which are kept the chalk, and the white cloths which we use instead of the ordinary erasers.

Above the blackboards are hung attractive pictures, chosen carefully, representing simple scenes in which children would naturally be interested. Among the pictures in our "Children's Houses" in Rome we have hung a copy of Raphael's "Madonna della Seggiola," and this picture we have chosen as the emblem of the "Children's Houses." For indeed, these "Children's Houses" represent not only social progress, but universal human progress, and are closely related to the elevation of the idea of motherhood, to the progress of woman and to the protection of her offspring. In this beautiful conception, Raphael has not only shown us the Madonna as a Divine Mother holding in her arms the babe who is greater than she, but by the side of this symbol of all motherhood, he has placed the figure of St. John, who represents humanity.

So in Raphael's picture we see humanity rendering homage to maternity,--maternity, the sublime fact in the definite triumph of humanity. In addition to this beautiful symbolism, the picture has a value as being one of the greatest works of art of Italy's greatest artist. And if the day shall come when the "Children's Houses" shall be established throughout the world, it is our wish that this picture of Raphael's shall have its place in each of the schools, speaking eloquently of the country in which they originated.

The children, of course, cannot comprehend the symbolic significance of the "Madonna of the Chair," but they will see something more beautiful than that which they feel in more ordinary pictures, in which they see mother, father, and children. And the constant companions.h.i.+p with this picture will awaken in their heart a religious impression.

This, then, is the environment which I have selected for the children we wish to educate.

I know the first objection which will present itself to the minds of persons accustomed to the old-time methods of discipline;--the children in these schools, moving about, will overturn the little tables and chairs, producing noise and disorder; but this is a prejudice which has long existed in the minds of those dealing with little children, and for which there is no real foundation.

Swaddling clothes have for many centuries been considered necessary to the new-born babe, walking-chairs to the child who is learning to walk.

So in the school, we still believe it necessary to have heavy desks and chairs fastened to the floor. All these things are based upon the idea that the child should grow in immobility, and upon the strange prejudice that, in order to execute any educational movement, we must maintain a special position of the body;--as we believe that we must a.s.sume a special position when we are about to pray.

Our little tables and our various types of chairs are all light and easily transported, and we permit the child to _select_ the position which he finds most comfortable. He can _make himself comfortable_ as well as seat himself in his own place. And this freedom is not only an external sign of liberty, but a means of education. If by an awkward movement a child upsets a chair, which falls noisily to the floor, he will have an evident proof of his own incapacity; the same movement had it taken place amid stationary benches would have pa.s.sed unnoticed by him. Thus the child has some means by which he can correct himself, and having done so he will have before him the actual proof of the power he has gained: the little tables and chairs remain firm and silent each in its own place. It is plainly seen that the _child has learned to command his movements_.