【英文读物】A Montessori Mother.docx

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1、【英文读物】A Montessori MotherPREFACE On my return recently from a somewhat prolonged stay in Rome, I observed that my family and circle of friends were in a very different state of mind from that usually found by the home-coming traveler. I was not depressed by the usual conscientious effort to appear i

2、nterested in what I had seen; not once did I encounter the wavering eye and flagging attention which are such invariable accompaniments to anecdotes of European travel, nor the usual elated rebound into topics of local interest after a tribute to the miles I had traveled, in some such generalizing p

3、hrase of finality as, “Well, I suppose you enjoyed Europe as much as ever.”If I had ever suffered from the enforced repression within my own soul of my various European experiences I was more than indemnified by the reception which awaited this last return to my native land. For I found myself set u

4、pon and required to give an account of what I had seen, not only by my family and friends, but by callers, by acquaintances in the streets, by friends of acquaintances, by letters from people I knew, and many from those whose names were unfamiliar.The questions they all asked were of a striking simi

5、larity, and I grew weary in repeating the samevi answers, answers which, from the nature of the subject, could be neither categorical nor brief. How many evenings have I talked from the appearance of the coffee-cups till a very late bedtime, in answer to the demand, “Now, youve been to Rome; youve s

6、een the Montessori schools. You saw a great deal of Dr. Montessori herself and were in close personal relations with her. Tell us all about it. Is it really so wonderful? Or is it just a fad? Is it true that the children are allowed do exactly as they please? I should think it would spoil them beyon

7、d endurance. Do they really learn to read and write so young? And isnt it very bad for them to stimulate them so unnaturally? And.” this was a never-failing cry, “what is there in it for our children, situated as we are?”Staggered by the amount of explanation necessary to give the shortest answers t

8、hat would be intelligible to these searching, but, on the whole, quite misdirected questions, I tried to put off my interrogators with the excellent magazine articles which have appeared on the subject, and with the translation of Dr. Montessoris book. There were various objections to being relegate

9、d to these sources of information. Some of my inquisitors had been too doubtful of the value of the perhaps over-heralded new ideas to take the trouble to read the book with the close and serious attention necessary to make anything out of its careful and scientific presentation of its theories. Oth

10、ers, quite honestly, in the breathless whirl ofvii American business, professional and social life, were too busy to read such a long work. Some had read it and emerged from it rather dazed by the technical terms employed, with the dim idea that something remarkable was going on in Italy of which ou

11、r public education ought to take advantage, but without the smallest definite idea of a possible change in their treatment of their own youngsters. All had many practical questions to put, based on the difference between American and Italian life, questions which, by chance, had not been answered in

12、 the magazine articles.I heard, moreover, in varying degree, from all the different temperaments, the common note of skepticism about the results obtained. Everyone hung on my first-hand testimony as an impartial eye-witness. “You are a parent like us. Will it really work?” they inquired with such p

13、ersistent unanimity that the existence of a still unsatisfied craving for information seemed unquestionable. If so many people in my small personal circle, differing in no way from any ordinary group of educated Americans, were so actively, almost aggressively interested in hearing my personal accou

14、nt of the actual working of the new system, it seemed highly probable that other peoples personal circles would be interested. The inevitable result of this reasoning has been the composition of this small volume, which can claim for partial expiation of its existence that it has no great pretension

15、s to anything but timeliness.viiiI have put into it, not only an exposition, as practical as I can make it, of the technic of the method as far as it lies within the powers of any one of us fathers and mothers to apply it, but in addition I have set down all the new ideas, hopes, and visions which h

16、ave sprung up in my mind as a result of my close contact with the new system and with the genius who is its founder. For ideas, hopes, and visions are as important elements in a comprehension of this new philosophy as an accurate knowledge of the use of the “geometric insets,” and my talks with Dr.

17、Montessori lead me to think that she feels them to be much more essential. Contact with the new ideas is not doing for us what it ought, if it does not act as a powerful stimulant to the whole body of our thought about life. It should make us think, and think hard, not only about how to teach our ch

18、ildren the alphabet more easily, but about such fundamental matters as what we actually mean by moral life; whether we really honestly wish the spiritually best for our children, or only the materially best; why we are really in the world at all. In many ways, this “Montessori System” is a new relig

19、ion which we are called upon to help bring into the world, and we cannot aid in so great an undertaking without considerable spiritual as well as intellectual travail.The only way for us to improve our childrens lives by the application of these new ideas is by meditating on them until we have absor

20、bed their very essence and then by making what varying applicationsix of them are necessary in the differing condition of our lives. I have set down, without apology, my own Americanized meditations on Dr. Montessoris Italian text, simply because I chance to be one of the first American mothers to c

21、ome into close contact with her and her work, and as such may be of value to my fellows. I have, however, honestly labeled and pigeon-holed these meditations on the general philosophy of the system, and set them in separate chapters so that it should not be difficult for the most casual reader to se

22、lect what he wishes to read, without being forced into social, philosophical, or ethical considerations. I confess that I shall be greatly disappointed if he takes too exclusive advantage of this opportunity, for I quite agree with the Italian founder of the system that its philosophical and ethical

23、 elements are those which have in them most promise for a new future for us all.Finally, in spite of all my excuses for the undertaking, I seem to myself, now that I am fairly embarked upon it, very presumptuous in speaking at all upon such high and grave matters, fit only for the sure and enlighten

24、ed handling of the specialist. But this is a subject differing from biology, physiological psychology, and philosophy (although the foundations of the system are laid deep in those sciences), inasmuch as its usefulness to the race depends upon its comprehension by the greatest possible number of ord

25、inary human beings. I hearten myself by remembering that if it is not to remain an interestingx and futile theory, it must be, in its broad outlines at least, understood and practised by just such people as I am. We must all collaborate. And here is the place to say that I consider this book a very

26、tentative performance; and that I will be very grateful for suggestions from any of my readers which will help to make a second edition more useful and complete.This volume of impressions, therefore, lays no claim to erudition. It is not written by a biologist for other biologists, by a philosopher

27、for an audience of college professors, or by a professional pedagogue to enlighten school-superintendents. An ordinary American parent, desiring above all else the best possible chance for her children, addresses this message to the innumerable legion of her companions in that desire.Grateful acknow

28、ledgment is made to Miss M. I. Batchelder and Miss Mary G. Gillmore, both of the Horace Mann School, for helpful suggestions; to Miss Anne E. George, who also read the manuscript; to Dr. Maria Montessoris book “The Montessori Method” (Frederick A. Stokes Company, New York); and to the House of Child

29、hood, Inc., 200 Fifth Avenue, New York, for the use of illustrations. Dr. Montessoris didactic apparatus is manufactured and distributed by the House of Childhood, Inc. CHAPTER I SOME INTRODUCTORY REMARKS ABOUT PARENTS AN observation often made by philosophic observers of our social organization is

30、that the tremendous importance of primary teachers is ridiculously underestimated. The success or failure of the teachers of little children may not perhaps determine the amount of information acquired later in its educative career by each generation, but no one can deny that it determines to a cons

31、iderable extent the character of the next generation, and character determines practically everything worth considering in the world of men. Yet the mind of the average community admits this but haltingly. The teachers of small children are paid more than they were, but still far less than the impor

32、tance of their work deserves, and they are still regarded by the unenlightened majority as insignificant compared to those who impart information to older children and adolescents, a class of pupils which, in the nature of things, is vastly more able to protect its own individuality from the charact

33、er of the teacher.But is there a thoughtful parent living who has not2 quailed at the haphazard way in which Fate has pitchforked him into a profession greatly more important and enormously more difficult? For it is not quite fair to us to say that we chose the profession of parent with our eyes ope

34、n when we repeated the words of the marriage service. It cannot be denied that every pair of fiancs know that probably they will have children, but this knowledge has about the same degree of first-hand vividness in their minds that the knowledge of ultimate certain death has in the mind of the aver

35、age healthy young person: there is as little conscious preparation for the coming event in the one case as in the other. No, we have some right on our side, under the prevailing conditions of education about the facts of life, in claiming that we are tossed headlong by a force stronger than ourselve

36、s into a profession and a terrifying responsibility which many of us would never have had the presumption to undertake in cold blood. We might conceivably have undertaken to build railway bridges, even though the lives of multitudes depended on them; we might have become lawyers and settled peoples

37、material affairs for them or even, as doctors, settled the matter of their physical life or death; but to be responsible to God, to society, and to the soul in question for the health, happiness, moral growth, and usefulness of a human soul, what reflective parent among the whole army of us has not

38、had moments of heartsick terror at the realization of what he has been set to do?I say “moments” advisedly, for it must be admitted3 that most of us manage to forget pretty continually the alarming possibilities of our situation. In this we are imitating the curious actual indifference to peril whic

39、h, from time immemorial, has been observed among those who are exposed to any danger which is very long continued. The incapacity of human nature to feel any strong emotion for a considerable length of time, even one connected with the supposedly sacrosanct instinct for self-preservation, is to be o

40、bserved in the well-worn examples of people living on the sides of volcanoes, and of workers among machinery, who will not take the most elementary precautions against accidents if the precautions consume much time or thought. Consequently it is not surprising that, as a whole, parents are not only

41、not stricken to the earth by the responsibilities of their situation, but as a class are singularly blind to their duties, and oddly difficult to move to any serious, continued consideration of the task before them. This attitude bears a close relation to the axiom which has only to be stated to win

42、 instant recognition from any self-analyzing human being, “We would rather lie down and die than think!” We cannot, as a rule, be forced to think really, seriously, connectedly, logically about the form of our government, about our social organization, about how we spend our lives, even about the so

43、rt of clothes we wear or the food we eat,questions affecting our comfort so cruelly that they would make us reflect if anything could. But we ourselves are the only ones to4 suffer from our refusal to use our minds fully and freely on such subjects. It is intolerable that our callous indifference an

44、d incurable triviality should wreak themselves upon the helpless children committed to our care. The least we can do, if we will not do our own thinking, is to accept, with all gratitude, the thinking that someone else has done for us.For there is one loop-hole of escape in our modern world from thi

45、s self-imprisonment in shiftless ways of mental life, and that is the creation and wide diffusion of the scientific spirit. There is apparently in human nature, along with this invincible repugnance to use reason on matters closely connected with our daily life, a considerable pleasure in ratiocinat

46、ion if it is exercised on subjects sufficiently removed from our personal sphere. The man who will eat hot mince-pie and rarebit at two in the morning and cry out upon the Fates as responsible for the inevitable sequence of suffering, may be, often is, in his chemical laboratory, or his surgical pra

47、ctice, or his biological research, an investigator of the strictest integrity of reasoning.Reflection on this curious trait of human nature may bring some restoration of self-respect to parents in the face of the apparently astounding fact that most of the great educators have been by no means paren

48、ts of large families, and a large proportion of them have been childless. This but follows the usual eccentric route taken by discoveries leading to the amelioration of conditions surrounding man. It was5 not an inhabitant of a malarial district, driven to desperation by the state of things, who dis

49、covered the crime of the mosquito. That discovery was made by men working in laboratories not in the least incommoded by malaria. Hundreds of generations of devoted mothers, ready and willing to give the last drop of their blood for their childrens welfare, never discovered that unscalded milk-bottles are like prussic acid to babies. Childless workers in white laboratory aprons, standing over test-tubes, have revolutionized the physical hygiene of infancy and brought down the death-rate of babies beyond anything ever d