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

to the child wonderful stories of clowns, acrobats and champion boxers and wrestlers, to fire him by such examples, and to inspire in him an ardent desire to emulate them. It is obvious that such a proceeding would be an inconceivable absurdity.

And yet we do something of the same kind when, in order to educate the child's "will," we first of all attempt to annihilate it, or, as we say, "break" it, and thus hamper the development of every factor of the will, substituting ourselves for the child in everything. It is by our will that we keep him motionless, or make him act; it is we who choose and decide for him. And after all this we are content to teach him that "to will is to do" (volere è potere). And we present to his fancy, in the guise of fabulous tales, stories of heroic men, giants of will, under the illusion that by committing their deeds to memory a vigorous feeling of emulation will be aroused and will complete the miracle.

When I was a child, attending the first classes of the elementary schools, there was a kind teacher who was very fond of us. Of course, she kept us captive and motionless on our seats, and talked incessantly herself, though she looked pale and exhausted. Her fixed idea was to make us learn by heart the lives of famous women, and more especially "heroines," in order to incite us to imitate them; she made us study an immense number of biographies; in order to demonstrate to us all the possibilities of becoming illustrious and also to convince us that it was not beyond our powers to be heroines, since these were so numerous. The exhortation which accompanied these narratives was always the same: "You, too, should try to become famous; would not you, too, like to be famous?" "Oh, no!" I answered one day, drily; "I shall never do so. I care too much for the children of the future to add yet another biography to the list."

The unanimous reports of the educationists from all parts of the world who attended the last pedagogic and psychological international congresses lamented the "lack of character" in the young as constituting a great danger to the race. But it is not that character is lacking in the race; it is that school distorts the body and weakens the spirit. All that is needed is an act of liberation; and the latent forces of man will then develop.

The manner in which we are to make use of our strong will is a higher question, which, however, can rest only upon one basis: that the will exists—that is, has been developed, and has become strong. One of the examples usually given to our children, to teach them to admire strength of will, is that of Vittorio Alfieri, who began to educate himself late in life, overcoming the drudgery of the rudiments by a great effort. He, who had hitherto been a man of the world, set to work to study the Latin grammar, and persevered until he became a man of letters, and, in virtue of his ardent genius, one of our greatest poets. The phrase by which he explained his transformation is just the phrase every child in Italy has heard quoted by his teachers: "I willed, perpetually I willed, with all my strength I willed."

Now, before he made the great "decision," Vittorio Alfieri was the victim of a capricious society lady whom he loved. Alfieri felt that he was ruining himself by remaining the slave of his passion; an internal impulse urged him to raise himself; he felt the great man latent within him, full of powers not yet developed, but potential and expansive; he would fain have turned them to account, responded to their inner call, and dedicated himself to them; but then a scented note from the lady would summon him to join her in her box at the play, and the evening would be wasted. The power this lady exercised over him overcame his own will, which would gladly have resisted. Nevertheless, the rage and weariness he endured as he sat through the silly performances at the theater caused him such acute suffering that at last he felt that he hated the fascinating lady.

His determination took a material form: he resolved to create an insurmountable obstacle between himself and her; he accordingly cut off the thick plait of hair which adorned his head, the badge of gentle birth, without which he would have been ashamed to leave the house; then he had himself bound with ropes to his armchair, where he spent several days in such agitation that he was unable even to read a line; it was only the material impossibility of moving, and the thought of cutting a ridiculous figure, which kept him there, in spite of the impulse to hasten to the beloved one.

It was thus that he "willed, willed perpetually, with all his strength," and so left the man within him free to expand; it was thus he saved himself from futility and perdition and worked for his own immortality.

And it is something of the same sort that we desire to bring about in our children by the education of the will; we wish them to learn to save themselves from the vanities that destroy man, and concentrate on work which causes the inner life to expand, and leads to great undertakings; we wish them to work for their own immortality.

This loving and anxious desire inclines us to draw them along shielded by us. But is there not within the child himself a power which enables him to save himself? The child loves us with all his heart and follows us with all the devotion of which his little soul is capable; nevertheless he has something within himself which governs his inner life: it is the force of his own expansion. It is this force, for instance, which leads him to touch things in order to become acquainted with them, and we say to him, "Do not touch"; he moves about to establish his equilibrium, and we tell him to "keep still"; he questions us to acquire knowledge, and we reply, "Do not be tiresome." We relegate him to a place at our side, vanquished and subdued, with a few tiresome playthings, like an Alfieri in the box at the theater. He might well think: Why does she, whom I love so dearly, want to annihilate me? Why does she wish to oppress me with her caprices? It is caprice which makes her prevent me from developing the expansive forces within me, and relegate me to a place among vain and wearisome things, merely because I love her.

Thus, to save himself, the child should be a strong spirit, like Vittorio Alfieri; but too often he cannot.

We do not perceive that the child is a victim and that we are annihilating him; and then we demand everything from his nullity by a fiat, by an act of our omnipotence. We want the adult man, but without allowing him to grow.

Many will think, when they read the story of Vittorio Alfieri, that they would have wished something more in their sons; they would have wished it to be unnecessary to set up material obstacles against temptation, such as the cutting off of the hair and the binding to the armchair with ropes; and would have hoped that a spiritual force would have sufficed to resist it. Like one of our great poets who, singing of the Roman Lucrezia, reproves her for having killed herself; since she ought to have died of grief at the outrage, had she been even more virtuous than she was.

Now that father with the spiritual ideals would not, in all probability, ask himself what he himself had done to enable his son to become strong and rise to the level of spiritual aid. Very likely he is a father who did his utmost to break the will of his son and make him submissive to his own will. No earthly father can make the spirit rise to such heights; this can only be accomplished by the mysterious voice which speaks within the heart of the man in the silence. A voice which is strident because it is raised against the laws of Nature, like the voice of the father who wishes to subdue another creature to himself, disturbs that "silence" where, in peace and liberty, the divine works are being accomplished. Without the "strong man" all is vain.

It is recorded that a priest once presented to Saint Teresa a young girl who wished to become a Carmelite nun, and who, according to him, had angelic qualities. Saint Teresa, accepting the neophyte, replied: "See, my father, our Lord has given this maiden devotion, but she has no judgment, and never will have any; and she will always be a burden to us."

One of the greatest of contemporary theologians, who during the proceedings to obtain the canonisation of Joan of Arc had made a profound study of her personality, says, in reference to the suggestion that she was simply the instrument of divine inspiration: "Let no one deceive himself. Joan of Arc was no blind and passive instrument of a supernatural power. The liberator of France had entire command of her personality; she gave proof of this by her independent action, both in decisions and in deeds."

I believe that the work of the educator consists primarily in protecting the powers and directing them without disturbing them in their expansion; and in the bringing of man into contact with the spirit which is within him and which should operate through him.

VIII

INTELLIGENCE

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Let us pause a moment to consider what is the "key" by means of which we may bring about the realization of the liberty of the child; that key which sets in motion the mechanisms essential to education.

The child who is "free to move about," and who perfects himself by so doing, is he who has an "intelligent object" in his movements; the child who is free to develop his inner personality, who perseveres in a task for a considerable time, and organizes himself upon such a fundamental phenomenon, is sustained and guided by an intelligent purpose. Without this his persistence in work, his inner formation, and his progress would not be possible. When we refrain from guiding the subjugated child step by step, when, liberating the child from our personal influence, we place him in an environment suited to him and in contact with the means of development, we leave him confidently to "his own intelligence." His motor activity will then direct itself to definite actions: he will wash his hands and face, sweep the room, dust the furniture, change his clothes, spread the rugs, lay the table, cultivate plants, and take care of animals. He will choose the tasks conducive to his development and persist in them, attracted and guided by his interest towards a sensory material which leads him to distinguish one thing from another, to select, to reason, to correct himself; and the acquirements thus made are not only "a cause of internal growth" but a strong propulsive force to further progress. Thus, passing from simple objects to objects of ever increasing complexity, he becomes possessed of a culture; moreover, he organizes his character by means of the internal order which forms itself within him, and by the skill which he acquires.

Therefore, when we leave the child to himself, we leave him to his intelligence, not, as is commonly supposed, "to his instincts," meaning by the word "instincts" those designated as animal instincts. We are so accustomed to; treat children like dogs and other domestic animals, that a