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MONTESSORI MET

A LADY DOCTOR OPENS THE CLASSROOM

ADDRESS TO EDUCATION SOCIETY BY FATHER

"BYRNE, SWI

Wo give below the text of a very interesting and instructive address delivered Inst night by Father Byrne, S., at a mesting of the University Education Society,

Father Byrne said:-'

APRIL 19 1992.

practical ways and means bo

You, stulbits of aducation, aa leakly pun your Anger on flaws in (han, anunciabad theory. Though she was a doctor, you may discover that some of her biological concepts ara deficient--I believe that our would-

THROAT

Against

so modicos admastimes find biology DISEASE

bo

dificult, you might point out her failure to fink adequately organism,

Some years ago, at meeting of culated, prayed aloud, served Mass,funtion and environment You the National Association of School know Groek, Latin, Italian, and might especially call attention to

masters in England, a resolution understood natural, philosophy and her neglect of the snormous in MORE din start in the throat than is

...

Not Ruled by Logic,

was passed that all boys over seven astrology" It in probable that our reactions to educational ex-

'portance of the nervous system ki, should be taught exclusively by men Pereira, who bad lived in Spain, pariments. You would strose, the In the discussion on the motion, knew something of the work of this fact that it is the nervous system, someone appealed to brutal statie-monk. Pereira's special contributorgals and various orgadio elements which linke the highly specialised ties: it was impossible; there were then was his discovery of the all and binds them together in the mys not enough men teacher to do it important function of the sense of torious physical unity of the human I do not remember the details of the touch. Through Seguin, Dr Mon-

body. discussion, but I am sure that antessori learnt the possibilities of. examination of woman's energetic this sanse, and we know the part. When you do begin to apply logiu work in educational reform was not assigned to it in the use of her ap- to her written works, you find that in the forefront. Yet,, it ought to paratus by children. The sense aceleracios It is well that you, there are many wants and many in- Have been

education of the Savage of Aveyrou future teachers, should do this. by Itard and the principles in-Hat it is still more important that volved deeply induenced Seguin your scholastic efforts do not sanry' who stadiod under Itard, and so oh, I do not mean the examination.

you away from the world of facte

I is much easier to discover the pioneer in the realm of execution than in the realm of thought, Thorp are few idens in the educathey reached Dr. Montessori. tional world, which we are inclined

Foeble-Minded Children..

world of facts for if the world of men_woro-ruled by logic, the Rouce. Conferences of Geneva would either:" We remember that she commenced have long ago attained their ends. have been unnecessary or would ther work with feeble-minded child-Still lose the playful world of children ruled by logic. Hence 1. think that when Dr. Montessori. opened her class room windows it was above all to let out the stann is of legis and to fill the room of spontaneity, created by anym with a more congeniak atmosphere pathetic understanding of the child. If in the course of your training: with the young whom you are pre- you learn this lesson of sympathy

naring to instruct; and if Madame Montessori be the one who has to your work the richest of teaching. taught it to you, you will bring qualifications, which no more sx- tion of degrees can guarantee. amination can, test, and no distine-

to call modern, that have not. bear enunciated long ago. We talk about education of the sensos, about self-activity as if they were now. Seguin had devoted his life to idees, in the thirteenth century St., But she soon convinced her Thomas Aquinas, in a treatise On self that "the child who has not The Teacher insists on the teacher's

the force to develop, and the child knowledge of the rental processes,

who has not, yet developed are in the functions of the senses, omotions, some ways alike... And so that the "feelings to assist the pupil in the elementary methods of instruction unfolding of his young powers, for of both groups should be similar "learning is "growth in self- Here we have the starting point of activity. It is no mere imparting; her whole system. it is rather suggestion and diree- When one comes to ask what pre- tion, by which the mind is prompt-cisely the system in, the natural od to exert its natural power in the answer would be read her own normal ways. Senses, imagination, book The Montessori Mathod, How memory co-operate. Indeed, they ever wo are immediately confronted necount for individual differengos with the strange anomaly that, in mental capacity, Vigour of when we begin to talk with others mind corresponds to soundnem of who have read it. their interpreta body, so that the healthier organism tion appears to be different from eneures superior intellectual attain- ours. Turning to one or two writ ment."

There is a yory modern ten accounts, we find in Monroe's ring about those words.

Encyclopedia of Education, that the essentials are I Sense Train- We may and similar ideas repeat-To Sir John Adams the system ap ing 2, Great Stress on Freedom. ed by Locke in his Thoughts Con-peals especially as sounding the cerning Education, or in Rousseau's koell of glass-teaching; while Pit- Emile. But, somehow, when man finds 4 chief points; greater enter,the class-rooms, we find them

freedom in the child's choics of oc heavy with the hot air of theory and we begin to wish that some eupation opportunity of self-educa practical teacher would open the tion; fuller training of the senses; windows! It is just here that Yet another says: "the biological more natural groupings of children.. woman baa often come to the rescue principle of liberty is for and made us realise that when an Montessori the fundamental prin idea, whether political or religions, ciple of education." goo down from the mind of mon to the heart of a woman, and becams We think that Dr. Montessori a sentiment-thought inspired by feeling its power to resist all op-herself is to blame-if blame be the position and to triumph over every word-for the uncertainty. If difficulty is increased a hundred-woman opens the windows, it is fold. Is not this the reason that not, as a rule, to let in the spirit. Rousson Bays in Emile" Men will of logic but the glow of sentiment, always be what women wish them and sontiment can pronounce both strawberrica and a musical sonata One would like to be able to trace to be awfully nice ** without the work of women like Sts. Lioba, giving pride of place to either. It

to be."

Hot Air of Theory.

44.

Ringing the Changes.

Dr.

ever realised! The germs of colds and influenza of tonsilitis, diphtheria, pneumonia,, and lung trouble all make for your throat the part most exposed to attack..

Don t neglect any suspicion of germ mis chief in your throat 1 Take Reps infection- killing tablets at the least sign of hoarseness, pain, inflammation, or soreness.

PEPS

·ter the mouth 'RED"

Stoned dusty)

TOP COURSE,, DATES). night kill aren mišja, brožoturklis:

athan Kina senkomen.. POAN Zara wala te⋅ Nandy | sealed: hoztben‹ Si

When dissolved in the month, Peps give off t certain soothing and agreeable-antiseptic- fumes which give all recesses, membranes. - and tissues of the throat a softening yet in all madina, dain vigorating germ-killing bath. Thus, Peps Quickly end pain or irritation, heki sorenesa aud inflam mation in the delicate atestubes and benede, the whole bronchial system

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Thecla, Walburga of the 8th con- seems to me that, & reading of Dr. VERITYS “ORBIT" OSCILLATING

tury or of Dodana, Odilia, Hilde Montessori, as well as some of the garde bringing us up to the 29th, works about har, make it clear that and compare it with the efforts of ahe rings the changes, now on one, more recent workera, liku Mary now on another of the following Lyon whose courage triumphed over five points

the public ridicule of what the 1, Due importance attached to Press termed her "rib-factory "senso education; "SpontanGOUS and made people realise that her Development and this opens to College was a plant, not of inbe the kernel of her system: 3, In- tellectual gymnasts, but of enlight-dividual Characteristics studied; 4, aned, useful women." Or we might Perfect liberty; (noo whim); &, En retrace the uphill fight of Margaret vironment. McMillan for all the ideals em- It can be easily seen that if apon- bodied in the nursery school move-taneous development be the entre ment. If we did this, we should of the system, early education must find many women opening many concentrate a good deal on the class-room windows for the sun-senses, for the scuso life in the first shine of happiness to stream into to manifest itself in the child and, them and the light of common even as the reasonitig power grows, sonse to brighten them. Not least the senses must supply the material amongst them in the Lady Dootor, for thought. If the development is Maria Montessori

Not a Pioneer.

One can hardly say that she is a pioneer in educational theories, She goes out of her way to acknow

spontaneous, it must clearly be the outcome of individual characteris.. tics which cannot unfold themselves under the undue restraft either of the teacher or of the environmovit

The lecturer dwelt for some time

The Apparatus.

ledge her debt to Seguin. She doesn the unity of these ideas in not know how deeply endebted Practica.) Soguin way to Pereira (1715-1730), inspite of Seguin's writings. Pereira's work was devoted to deaf- mutes, who were sadly neglected The Latin poet Lucretius had write ten pf them —

I do not intend to say anything about the apparatus. No doubt the apparatus is the first thing that strikes the visitor to a Montessori To instruct the deaf ao art ever school. Some of it is original.

reach,

t

much of it is a woman's practical No cara improve them, and sorealisation of the theories of Seguin

wisdom, teach."

and Itard, or modification of St. Augustine did not seem to be Froebel's gifts."De Montessori, more optimistia- But Pedro Ponce herself, does stress the importance de Loon, a Spanish monk in the of her apparatus, but we feel surO monastery of Ong wrote in 15761 that future historians of education- have hud for my pupila sonsal development will describe Dr. of great loads and notable people | Montessori, LENS TOOM who wore dent and dumb from Santa Claue opening windows to. birth. I have taught them to speak, hand in fedagogical toys, but as a read write and reckon. They only woman with the rich instinct of a

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