Spontaneous Activity in Education - Maria Montessori (best free ebook reader for android TXT) 📗

"The child, seated at the table, should have his feet planted flat upon the ground, or upon a foot-rest. The legs should be at right-angles to the thighs, as should the thighs be to the trunk, save for a slight inclination of the bench itself. The trunk should be in such a position that there will be no lateral inclination of the vertebral column, the arms should be parallel with the sides of the body, the thorax should not be interfered with by the front edge of the table, the pelvic basin should be symmetrically supported, the head slightly bent forward at a distance of thirty centimeters from the level of the table; the axis of the eyes, remaining parallel with the front edge of the table, should be horizontal; the forearms, two-thirds of which should be laid on the table, should rest on it, but without leaning upon it."

To realize all these conditions, it is necessary that the desk should be exactly fitted to the proportions of the child; its constituent parts should agree with those of the body and limbs of the scholar.

The following are the measurements which Dufessel considered indispensable in the fashioning of a desk suitable for children:

1. Height.

2. The length of the leg, taken from below the knee, when the child is seated with the legs at right-angles to the thighs, and the feet flat on the ground. This measurement gives the required height of the seat from the foot-rest.

3. The diameter of the body from front to back, taken from the sternum; this, with five centimeters added to it, gives the proper distance from the reading-desk to the back of the seat.

4. The length of the femur, two-thirds of which represent the depth of the seat.

5. Finally, the height of the epigastric cavity above the seat, augmented by a few centimeters, indicates the height of the reading-desk.

We may add that in view of the rapid growth of the child, these measurements should be taken twice in the course of the school year, and children should be made to change places in accordance with these measurements.

There is a little crustacean which, coming naked into the world, chooses an empty shell and adapts itself thereto; when it grows larger and the shell becomes too tight, it sallies forth and takes up its abode in a larger one. This the creature does of its own accord, without a savant to measure it or a teacher to choose a new shell for it. But to us and to scientists, a child is inferior to this lowly invertebrate!

The difficulty of keeping forty or fifty children motionless for hours in the prescribed hygienic attitude, and of finding desks exactly adapted to these growing bodies, makes this remedy impracticable, so hunchbacks continue among us. The problem remains unsolved.

Hence it has been deemed more practical to establish a kind of orthopædic institution within the building itself in certain model schools in Rome. It consists of a costly and elaborate apparatus, to which the pupils come in turn to be suspended by the head after the method adopted in medicine to combat spinal curvature in Pott's disease (tuberculosis of the vertebral column) and rickets.

Healthy children, as well as the unsound, suffer by these applications; but on the other hand, the results afford encouraging statistics. If this hanging treatment be initiated regularly at the age of six years it strikes a perfect balance with the injury caused by prolonged deterioration induced by school desks, and children are delivered from spinal disease.

Discoveries of experimental psychology: overwork; nervous exhaustion.—Hygiene, making its way into the school, discovered scholar's spinal curvature and scholar's myopia; experimental psychology discovered the exhaustion due to overwork, and studied the fatigue of the scholar. It followed in the beaten track of medicine—that is to say, it sought to alleviate the ills it had diagnosed, and instituted a branch of science the title of which is not very clearly defined as yet, for some call it experimental psychology applied to the school, others Scientific Pedagogy.

It is necessary to remember that experimental psychology was established in 1860 by Fechner, who was a physicist accustomed to experiment on things, not on living creatures, and who merely adapted the methods employed in physics to psychical measurements, thus founding psycho-physics. The instruments specially invented for esthesiometric measurements were of extreme precision; but the results obtained showed such variations that by mathematical law they could not be attributed to "errors of measurement," but were obviously due to "errors of method." Indeed, for the measurement of liquids it is necessary to have an instrument different from that which we use in measuring solids, although we are still in the domain of physics; we cannot measure a stuff by the quart, nor wine by the yard; how much more then must the methods of measuring physical substances and spiritual energy differ?

After psycho-physics, psycho-physiology was introduced by Wundt. Wundt, being a physiologist, applied the methods of study proper to physiological functions to psychical study. He did not make the exact metrical instrument his aim; but he measured nervous reactions exactly in time. Fechner's primitive researches made it possible to produce instruments so exact that they can measure the sound made by a drop of water falling from the height of a meter, while Wundt's researches have resulted in chronometers which can measure the thousandth part of a second. But the spirit did not correspond to the exactness of research—the results showed by their oscillations that nothing was being measured—that the object to be measured escaped. It will suffice to mention that in measuring the nervous currents in rate of transmission of impulse along the nerves and also in the ganglion cells of the spinal marrow, Exner arrived at a rapidity of eight meters, and Bloch at a rapidity of 194 meters, in the same unit of time.

In spite of this startling contrast between the precision of the means of research and the huge variations in the results, which were shown by mathematical law to be absurd, experimental psychology carried on extensive studies, under the illusion that it rested upon a mathematical basis.

It is from this science that a branch has been detached with which to penetrate into the school, for the purpose of giving spiritual help to the scholar, and fresh vigor to pedagogy.

Methods of research are no longer merely those antiquated psycho-physical and psycho-physiological methods formerly in favor; experimental psychology, henceforth emancipated from its origins, has developed independently. It now relies on purely psychological tests for its researches, and although it does not exclude the methods adopted in the laboratory, and the use of such accurate and trustworthy instruments as the esthesiometer and the ergograph, the school itself has become the chief field of experiment.

For example: one of the most familiar tests of attention is to give a printed page to be read over, with directions to strike out every a on the page; the time taken to complete this task is measured by chronometer.

Counting aloud from one to a hundred, and at the same time carrying on arithmetical operations in writing, is a measure of the distribution of the attention, provided the time taken be calculated by the chronometer, and all errors be noted. To make several persons perform similar exercises at the same time enables us to study comparative individual activities. In schools, exercises in dictation which have been previously determined, may be given to a group of scholars, care being taken to note the time occupied in performing the exercise and to compare the errors. This is also an easy and practical means of obtaining collective results.

These experiments all psychologists agree should be carried out without interrupting the usual routine of the school. They are to be regarded as an addition, an extra, and may be summed up as a means of scientific research, throwing light upon the regular psychical conditions of school studies.

The principal results of such experiments have been: the multiplicity of mistakes made, and the difficulty of fixing attention; that is to say, they reveal the weariness, the degree of fatigue, in children.

This gave the alarm! Old-fashioned pedagogy was concerned solely with what children ought to do. The idea that their nervous energies might be impaired was first called into being by the warning note of science.

Researches into the causes of fatigue became more and more frequent, and coupled with such researches was the less immediate enquiry as to how fatigue could be "combated" or "alleviated." All the factors relating to the question were studied: age, sex, the degree of intelligence, the type of individual, the influence of the seasons, the influence of the various times of the day, of the various days of the week, of habit, intervals of relaxation, interest, variety of work, the position of the body, and, finally, position in reference to the cardinal points.

Science is confronted