The Montessori MethodThis is, quite simply, one of the landmark books in the history of education. Written by influential Italian educator Maria Montessori (1870–1952), it describes a new system for educating young children based on materials and methods she originally developed to teach retarded students. The techniques proved highly effective with normal children as well. Her system, based on a radical conception of liberty for the pupil and a highly formal training of separate sensory, motor, and mental capacities, led to rapid and substantial mastery of reading, writing, and arithmetic. In The Montessori Method (1912), her first book, Dr. Montessori outlines her techniques in discussions of such topics as scientific pedagogy; discipline; diet; gymnastics; manual labor; education of the senses; methods for teaching reading, writing, and arithmetic; and many other topics. The Dover edition is the least expensive edition available, making this seminal classic widely accessible to teachers, principals, parents — anyone interested in the education of young children. |
Contents
CHAPTER I | 1 |
Difference between scientific technique and the scientific spirit | 7 |
Attitude of the teacher in the light of another example | 13 |
Conquest of liberty what the school needs | 19 |
CHAPTER II | 28 |
Application of the methods in Germany and France | 35 |
Methods for deficients applied to the education of normal | 42 |
INAUGURAL ADDRESS DELIVERED ON THE OCCASION OF THE OPENING | 48 |
Three Periods of Séguin | 178 |
CHAPTER XIII | 185 |
Education of the sense of vision | 191 |
Exercises with the three series of cards 109 | 199 |
Musical education | 206 |
A lesson in silence | 212 |
Education of the senses makes men observers and prepares | 218 |
Sense exercises a species of autoeducation | 224 |
Work of the Roman Association of Good Building and | 56 |
Pedagogical organization of the Childrens House | 62 |
Rules and regulations of the Childrens Houses | 70 |
Anthropological notes | 77 |
CHAPTER V | 86 |
Independence | 95 |
Abolition of prizes and external forms of punishment | 101 |
CHAPTER VI | 107 |
First task of educators to stimulate life leaving it then free | 115 |
EXERCISES OF PRACTICAL LIFE | 119 |
CHAPTER VIII | 125 |
Drinks | 132 |
The special gymnastics necessary for little children | 138 |
Free gymnastics | 144 |
INTELLECTUAL EDUCATION | 149 |
Itards educative drama repeated in the education of little | 153 |
Children are initiated into the virtue of patience and into | 159 |
The School of Educative Art | 163 |
Difference in the reaction between deficient and normal | 169 |
Games of the blind | 231 |
Free plastic work | 241 |
Necessity of a special education that shall fit man for | 252 |
Spontaneous drawing of normal children | 258 |
Experiments with normal children | 267 |
Exercise tending to establish the visualmuscular image of | 275 |
Exercises for the composition of words | 281 |
Reading the interpretation of an idea from written signs | 296 |
Games for the reading of phrases | 303 |
LANGUAGE IN CHILDHOOd | 310 |
Analysis of speech necessary | 319 |
CHAPTER XIX | 326 |
multiplication | 332 |
CHAPTER XX | 338 |
Fifth grade | 345 |
Orderly action is the true rest for muscles intended by nature | 354 |
Aim of repetition that the child shall refine his senses | 360 |
Obedience develops willpower and the capacity to perform | 367 |
Spiritual influence of the Childrens Houses | 376 |
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Common terms and phrases
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