Dr. Montessori's Own Handbook - Maria Montessori (ebook reader with internet browser txt) 📗

so complex in its practise, whether in the long established methods of treatment for the deaf, or in modern physiological musical education. In fact, I also use resonant metal tubes, small bars of 64 wood which emit musical notes, and strings (little harps), upon which the children seek to recognize the tones they have already learned with the exercise of the bells. The pianoforte may also be used for the same purpose. In this way the difference in timbre comes to be perceived together with the differences in tone. At the same time various exercises, already mentioned, such as the marches played on the piano for rhythmic exercises, and the simple songs sung by the children themselves, offer extensive means for the development of the musical sense.

To quicken the child’s attention in special relation to sounds there is a most important exercise which, contrary to all attempts made up to this time in the practise of education, consists not in producing but in eliminating, as far as possible, all sounds from the environment. My “lesson of silence” has been very widely applied, even in schools where the rest of my method has not found its way, for the sake of its practical effect upon the discipline of the children.

The children are taught “not to move”; to inhibit all those motor impulses which may arise 65 from any cause whatsoever, and in order to induce in them real “immobility,” it is necessary to initiate them in the control of all their movements. The teacher, then, does not limit herself to saying, “Sit still,” but she gives them the example herself, showing them how to sit absolutely still; that is, with feet still, body still, arms still, head still. The respiratory movements should also be performed in such a way as to produce no sound.

The children must be taught how to succeed in this exercise. The fundamental condition is that of finding a comfortable position, i.e., a position of equilibrium. As they are seated for this exercise, they must therefore make themselves comfortable either in their little chairs or on the ground. When immobility is obtained, the room is half-darkened, or else the children close their eyes, or cover them with their hands.

It is quite plain to see that the children take a great interest in the “Silence”; they seem to give themselves up to a kind of spell: they might be said to be wrapped in meditation. Little by little, as each child, watching himself, becomes more and more still, the silence deepens till it becomes absolute and can be felt, just as the twilight 66 gradually deepens whilst the sun is setting.

Then it is that slight sounds, unnoticed before, are heard; the ticking of the clock, the chirp of a sparrow in the garden, the flight of a butterfly. The world becomes full of imperceptible sounds which invade that deep silence without disturbing it, just as the stars shine out in the dark sky without banishing the darkness of the night. It is almost the discovery of a new world where there is rest. It is, as it were, the twilight of the world of loud noises and of the uproar that oppresses the spirit. At such a time the spirit is set free and opens out like the corolla of the convolvulus.

And leaving metaphor for the reality of facts, can we not all recall feelings that have possessed us at sunset, when all the vivid impressions of the day, the brightness and clamor, are silenced? It is not that we miss the day, but that our spirit expands. It becomes more sensitive to the inner play of emotions, strong and persistent, or changeful and serene.

“It was that hour when mariners feel longing,
 And hearts grow tender.”

(Dante, trans. Longfellow.)

67

The lesson of silence ends with a general calling of the children’s names. The teacher, or one of the children, takes her place behind the class or in an adjoining room, and “calls” the motionless children, one by one, by name; the call is made in a whisper, that is, without vocal sound. This demands a close attention on the part of the child, if he is to hear his name. When his name is called he must rise and find his way to the voice which called him; his movements must be light and vigilant, and so controlled as to make no noise.

When the children have become acquainted with silence, their hearing is in a manner refined for the perception of sounds. Those sounds which are too loud become gradually displeasing to the ear of one who has known the pleasure of silence, and has discovered the world of delicate sounds. From this point the children gradually go on to perfect themselves; they walk lightly, take care not to knock against the furniture, move their chairs without noise, and place things upon the table with great care. The result of this is seen in the grace of carriage and of movement, which is especially delightful on account of the way in 68 which it has been brought about. It is not a grace taught externally for the sake of beauty or regard for the world, but one which is born of the pleasure felt by the spirit in immobility and silence. The soul of the child wishes to free itself from the irksomeness of sounds that are too loud, from obstacles to its peace during work. These children, with the grace of pages to a noble lord, are serving their spirits.

This exercise develops very definitely the social spirit. No other lesson, no other “situation,” could do the same. A profound silence can be obtained even when more than fifty children are crowded together in a small space, provided that all the children know how to keep still and want to do it; but one disturber is enough to take away the charm.

Here is demonstration of the cooperation of all the members of a community to achieve a common end. The children gradually show increased power of inhibition; many of them, rather than disturb the silence, refrain from brushing a fly off the nose, or suppress a cough or sneeze. The same exhibition of collective action is seen in the 69 care with which the children move to avoid making a noise during their work. The lightness with which they run on tiptoe, the grace with which they shut a cupboard, or lay an object on the table, these are qualities that must be acquired by all, if the environment is to become tranquil and free from disturbance. One rebel is sufficient to mar this achievement; one noisy child, walking on his heels or banging the door, can disturb the peaceful atmosphere of the small community.