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Updated: June 15, 2025
Must have a new education. Sweep away all the old stuff languages, grammar, literature, philosophy, history, and all that. Put in something modern and practical. Montessori system for the little kids. Vocational training for the bigger ones. Teach them to make a living. Then organize them politically and economically. You can do what you like, then, with England, France, and America together.
However much we may strive to reach the beautiful Montessori ideal, the fact remains that there must be some lessons, some duties, which the pupil heartily dislikes and would gladly avoid if he could; but they must be done promptly and satisfactorily, and, if not cheerfully, at least without audible murmuring.
The man in the flannel shirt, who chewed tobacco, who wrenched infinitives apart and thrust profane words between, was for fifteen minutes Carl's Froebel and Montessori.
This is real sense training, differing in this respect from the training given by the Montessori material, which has no appeal to life interest, aims at exercising the senses separately, and discourages play with the apparatus. It is activity without a body, practice without an end, and nothing develops from it of a constructive or expressive nature.
Those who do not abuse their bodies have nothing of which to be ashamed. The education of children in the past has been along wrong lines. It has been the aim to cram them full of isolated facts, many of them untrue. We are slowly outgrowing this tendency, but too much remains. Thanks largely to Froebel and Doctor Montessori, our methods are growing more natural.
There were many children under ten years old, and there was much discussion of Montessori and Suzuki methods. The men talked about business and boats. Oliver wasn't put off by boat talk; he liked boats, had grown up around them, but he had never needed to own one, had never wanted to pay for one. These skippers were all cruising in the same direction: bigger is better.
Unconscious suspicion of native experience and consequent overdoing of external control are shown quite as much in the material supplied as in the matter of the teacher's orders. The fear of raw material is shown in laboratory, manual training shop, Froebelian kindergarten, and Montessori house of childhood.
Even the kindergarten and Montessori techniques are so anxious to get at intellectual distinctions, without "waste of time," that they tend to ignore or reduce the immediate crude handling of the familiar material of experience, and to introduce pupils at once to material which expresses the intellectual distinctions which adults have made.
By using any kind of material by which ten can be made plain as a higher unit bundles of sticks or tickets, Sonnenschein's apparatus, Miss Punnett's number scheme, or the new Montessori apparatus with its chains of beads: the material used is of no great consequence children should be able to deal as easily with tens as with ones, and there is no need for little formal sums which have no meaning.
If we teach a child manual dexterity it is an advantage to him, because manual dexterity is seldom associated with restlessness and irritability of mind. To excel in some handicraft not only bespeaks the possession of self-control, it helps directly to cultivate it. The teaching of Froebel and Montessori holds good after nursery days are over.
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