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activity adult American apparatus beginning block cards Casa dei Bambini CHAPTER child Children's House clay color counting crayon didactic materials directress discipline discussion Doctor Montessori Dorothy Canfield Fisher drawing effort elementary school environment exercises experience expression eyes fingers frame freedom Froebel gardening give growth hand Helen Keller human ideal ideas individual insets instinctive interest kindergarten and primary lesson letters long stair luncheon Maria Montessori measure ment mental metric system mind Montessori Method Montessori school Montessori System mother movement muscular National Education Association natural normal objects observation parents pedagogical personality physical Pincian Hill placed play potter's wheel practice primary school principles reading rods Rome sandpaper says Seguin sensory sight sounds spirit step stimulate suggested tactile Teachers College teaching tell tessori things thought tints and shades tion touch words writing
Page 67 - There Was a Child Went Forth THERE was a child went forth every day, And the first object he look'd upon, that object he became, And that object became part of him for the day or a certain part of the day, Or for many years or stretching cycles of years. The early lilacs became part of this child, And grass and white and red morning-glories, and white and red clover, and the song of the phoebe-bird...
Page 67 - Third-month lambs and the sow's pink-faint litter, and the mare's foal and the cow's calf, And the noisy brood of the barnyard or by the mire of the pondside, And the fish suspending themselves so curiously below there, and the beautiful curious liquid, And the water-plants with their graceful flat heads, all became part of him.
Page 29 - ... quietly, happily, through a wood alone, and thoughtful, letting his inner life unfold freely. Suddenly, the chime of a distant bell recalls him to himself, and in that awakening he feels more strongly than before the peace and beauty of which he has been but dimly conscious. To stimulate life, — leaving it then free to develop, to unfold, — herein lies the first task of the educator.
Page 61 - The thousand soft, voices of the earth have truly found their way to me — the small rustle in tufts of grass, the silky swish of leaves, the buzz of insects, the hum of bees in blossoms I / have plucked, the flutter of a bird's wings after his bath, and the slender rippling vibration of water running over pebbles. Once having been felt, these loved voices rustle, buzz, hum, flutter, and ripple in my thought forever, an undying part of happy memories.
Page 24 - Closing at 4 o'clock. 9-10. Entrance. Greeting. Inspection as to personal cleanliness. Exercises of practical life; helping one another to take off and put on the aprons. Going over the room to see that everything is dusted and in order. Language: Conversation period; children give an account of the events of the day before. Religious exercises. 10-11. Intellectual exercises. Objective lessons interrupted by short rest periods. Nomenclature; sense exercises.
Page 6 - From the very beginning of my work with deficient children (1898 to 1900) I felt that the methods which I used had in them nothing peculiarly limited to the instruction of idiots. I believed that they contained educational principles more rational than those in use, so much more so, indeed, that through their means an inferior mentality would be able to grow and develop. This feeling, so deep as to be in the nature of an intuition, became my controlling idea after I had left the school for deficients,...
Page 49 - Humanity shows itself in all its intellectual splendor during this tender age as the sun shows itself at the dawn, and the flower in the first unfolding of the petals; and we must respect religiously, reverently, these first indications of individuality.
Page 9 - No fees were charged, but parents availing themselves of the opportunity offered pledged themselves to send their children to the " Children's House " at the appointed time clean in body and clothing, and provided with a suitable apron ; to show the greatest respect and deference toward the directress and toward all persons connected with the "Children's House," and to cooperate with the directress herself in the education of the children.
Page 4 - ... distinctive quality, struck not only the right psychological moment, but the opportune moment in the movement of social reform, and thus, irrespective of its essential or permanent value, it claims the attention of all persons engaged in the work of training children or of improving human society. Every new system bears the stamp of a personality; the element is strongly marked in this particular case by reason of the high enthusiasm of the author, and energy instinct as it were with the maternal...