## Summary Chapter 1 - 1912 - The Montessori Method ### **Summary** This text discusses the influence of modern science on pedagogy and the development of scientific pedagogy in Italy. It emphasizes the need for a fusion of modern tendencies in education and highlights the importance of cultivating the spirit of the scientist in teachers. ### **Facts** * The new principles of science are revolutionizing the work of education. * Scientific Pedagogy has not yet been fully constructed or defined. * Italy played a significant role in the development of Scientific Pedagogy, with a school established to train teachers in the new movement. * The school focused on anthropometric measurements, esthesiometric instruments, and gathering psychological data. * The movement aimed to integrate anthropology, psychology, and pedagogy to regenerate the school system. * There is a distinction between scientific technique and the scientific spirit, with the latter being more important in preparing teachers. * The preparation of teachers should focus on cultivating the spirit of the scientist rather than solely developing mechanical skills. ## Summary Chapter 1 - 1912 - The Montessori Method The first Chapter of Maria Montessori's "The Montessori Method" discusses the relationship between modern science and pedagogy (the practice of teaching). It highlights the need to apply scientific principles to education and mentions the influence of experimental psychology and morphological anthropology in shaping the new pedagogy. It also mentions the establishment of a School of Scientific Pedagogy in Italy and the enthusiasm surrounding it.  The text explains that Scientific Pedagogy is still a vague concept and has not been fully developed or defined yet. It emphasizes the importance of studying the individual being educated and using scientific methods to understand them better. The author mentions the confusion between pedagogical anthropology (the study of the pupil) and education itself. The School of Scientific Pedagogy focused on teaching teachers about anthropometric measurements, psychological data gathering, and other scientific techniques. The text acknowledges that Italy has played a significant role in the development of this new pedagogical movement. It mentions the contributions of renowned scientists in anthropology and their efforts to promote a scientific approach to education. However, it also acknowledges that attempts to implement scientific pedagogy were premature and lacked a comprehensive understanding of the new sciences. The text distinguishes between scientific technique and the scientific spirit. It argues that simply teaching teachers scientific techniques is not enough; they need to develop the spirit of a scientist. The true scientist is driven by a passion for uncovering the mysteries of nature and possesses a deep love for the subject. The text emphasizes the importance of cultivating this scientific spirit in teachers rather than focusing solely on technical skills. In conclusion, the text highlights the need to shift the focus of teacher preparation from mere mechanical skills to a deeper understanding and appreciation of the scientific spirit. It compares scientific instruments to the alphabet, which is necessary to read nature, but the objective is to interpret and appreciate the revelations that nature provides. The text encourages teachers to become worshipers and interpreters of nature's spirit, rather than just practitioners of scientific techniques. Next, the author discusses the attitude of teachers and the need for reform in education. They use examples to illustrate their points. The first example is about a scientist who studies nature and understands how to conduct research. The author compares this scientist to a teacher in a school where children's natural expressions are suppressed, like butterflies mounted on pins, unable to move freely. The author argues that it is not enough to prepare teachers with scientific knowledge; the school itself must also allow for the free expression of children's natural tendencies. They criticize the current education system, symbolized by stationary desks and chairs, which restrict movement and resemble instruments of slavery. The author believes that the concept of liberty should inspire education, but currently, the principle of slavery still dominates the school. They argue that the school needs a conquest of liberty, not just mechanical improvements. The author highlights the negative impact of rigid desks on the physical and spiritual well-being of children, and they criticize the use of prizes and punishments as tools of control in education. They suggest that society is progressing towards liberation, and education should align with this progress rather than holding children back. The text emphasizes the need for a more natural and liberating approach to education. 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Dedication, Acknowledgements, Preface to the American Edition, Introduction](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+00+-+Dedication%2C+Acknowledgements%2C+Preface+to+the+American+Edition%2C+Introduction) * [Chapter 01 - A critical consideration of the new pedagogy in its relation to modern science](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+01+-+A+critical+consideration+of+the+new+pedagogy+in+its+relation+to+modern+science) * [Chapter 02 - History of Methods](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+02+-+History+of+Methods) * [Chapter 03 - Inaugural address delivered on the occasion of the opening of one of the “Children’s Houses”](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+03+-+Inaugural+address+delivered+on+the+occasion+of+the+opening+of+one+of+the+%E2%80%9CChildren%E2%80%99s+Houses%E2%80%9D) * [Chapter 04 - Pedagogical Methods used in the “Children’s Houses”](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+04+-+Pedagogical+Methods+used+in+the+%E2%80%9CChildren%E2%80%99s+Houses%E2%80%9D) * [Chapter 05 - Discipline](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+05+-+Discipline) * [Chapter 06 - How the lesson should be given](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+06+-+How+the+lesson+should+be+given) * [Chapter 07 - Exercises for Practical Life](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+07+-+Exercises+for+Practical+Life) * [Chapter 08 - Reflection the Child’s diet](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+08+-+Reflection+the+Child%E2%80%99s+diet) * [Chapter 09 - Muscular education gymnastics](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+09+-+Muscular+education+gymnastics) * [Chapter 10 - Nature in education agricultural labor: Culture of plants and animals](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+10+-+Nature+in+education+agricultural+labor%3A+Culture+of+plants+and+animals) * [Chapter 11 - Manual labor the potter’s art, and building](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+11+-+Manual+labor+the+potter%E2%80%99s+art%2C+and+building) * [Chapter 12 - Education of the senses](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+12+-+Education+of+the+senses) * [Chapter 13 - Education of the senses and illustrations of the didactic material: General sensibility: The tactile, thermic, basic, and stereo gnostic senses](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+13+-+Education+of+the+senses+and+illustrations+of+the+didactic+material%3A+General+sensibility%3A+The+tactile%2C+thermic%2C+basic%2C+and+stereo+gnostic+senses) * [Chapter 14 - General notes on the education of the senses](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+14+-+General+notes+on+the+education+of+the+senses) * [Chapter 15 - Intellectual education](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+15+-+Intellectual+education) * [Chapter 16 - Method for the teaching of reading and writing](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+16+-+Method+for+the+teaching+of+reading+and+writing) * [Chapter 17 - Description of the method and didactic material used](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+17+-+Description+of+the+method+and+didactic+material+used) * [Chapter 18 - Language in childhood](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+18+-+Language+in+childhood) * [Chapter 19 - Teaching of numeration: Introduction to arithmetic](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+19+-+Teaching+of+numeration%3A+Introduction+to+arithmetic) * [Chapter 20 - Sequence of exercise](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+20+-+Sequence+of+exercise) * [Chapter 21 - General review of discipline](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+21+-+General+review+of+discipline) * [Chapter 22 - Conclusions and impressions](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+22+-+Conclusions+and+impressions) * [Chapter 23 - Illustrations](https://montessori-international.com/s/the-montessori-method/wiki/Chapter+23+-+Illustrations)