The Montessori Method

The Montessori Method
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First published in 1912, “The Montessori Method” is the English edition of Maria Montessori’s groundbreaking 1909 work on early childhood education. Maria Montessori, born in 1870 in Chiaravalle, Italy to an educated and well-off family, became a famed Italian physician, author, and educator who applied rigorous scientific principles to the study of the schooling of young children. The result was a revolutionary approach that emphasized the importance of self-directed activity for children and that the learning environment must be adapted to the developmental level of the particular child. Montessori placed great importance on the role that physical activities have in helping children master both practical skills and abstract ideas. Montessori’s methods were a radical departure from the standard educational practices in both Europe and America in the early twentieth-century and have become widely influential in how modern educators teach young children in an interactive, engaging, and vibrant environment. Over a hundred years later, “The Montessori Method” continues to provide invaluable insight and guidance to both teachers and parents so that they may develop the most effective and supportive learning environment for their students and children.

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Maria Montessori Montessori. The Montessori Method

ACKNOWLEDGMENTS

PREFACE TO THE AMERICAN EDITION

INTRODUCTION

THE MONTESSORI METHOD. CHAPTER I

CHAPTER II

CHAPTER III

CHAPTER IV

CHAPTER V

CHAPTER VI

CHAPTER VII

CHAPTER VIII

CHAPTER IX

CHAPTER X

CHAPTER XI

CHAPTER XII

CHAPTER XIII

CHAPTER XIV

CHAPTER XV

CHAPTER XVI

CHAPTER XVII

CHAPTER XVIII

CHAPTER XIX

CHAPTER XX

CHAPTER XXI

CHAPTER XXII

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THE MONTESSORI METHOD

By MARIA MONTESSORI

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It is all so arranged that, when the child is well-fitted into his place, the desk and chair themselves force him to assume the position considered to be hygienically comfortable. The seat, the foot-rest, the desks are arranged in such a way that the child can never stand at his work. He is allotted only sufficient space for sitting in an erect position. It is in such ways that schoolroom desks and benches have advanced toward perfection. Every cult of the so-called scientific pedagogy has designed a model scientific desk. Not a few nations have become proud of their “national desk,”—and in the struggle of competition these various machines have been patented.

Undoubtedly there is much that is scientific underlying the construction of these benches. Anthropology has been drawn upon in the measuring of the body and the diagnosis of the age; physiology, in the study of muscular movements; psychology, in regard to perversion of instincts; and, above all, hygiene, in the effort to prevent curvature of the spine. These desks were indeed scientific, following in their construction the anthropological study of the child. We have here, as I have said, an example of the literal application of science to the schools.

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