New-York tribune., 1919-10-06
Monfessori iy, England
From The Tfibune's S London Bwea.l
ONDOE Ser+ l5.-Widespread inter-

ONDOE Ser 15-Widespread inter-
H. est has been aroused by the visit
to England of Dr. Maria Montessori.
the famous woman pioneer in childrens
education. In honor of her arrival din
ner was given undcr the auspices Of the
British Ministry of Education. Invitations
issued in the name Of the Minister,
H. A. L. Fisher, the Bishop of Birmingham,
Sir George Kekewich, Sir Gilbert Parker
and other prominent Englshmen.
Dr. Montessor stated to-day she intended
to remain in England until the end of
December She has been asked to give
public lecture in one of the leading Lon
don halls and will train 80 teachers IN her
methods. DR.. Montcssori says she received
1000 applications for this course, which Is
limited to 25o persons.
Speaking on her educational ideals, Dr.
Montessori states that the fatal mistake
made about education has been TO imagine
that it means teaching. an the pas'' She
says, eve have tried to teach historg. cit
izenship, and even to teach God. But it
cannot be done. There should be no mas
ters of childrcn-only servants. Al we can
do is to make it possible for the ciiid 10
develop itself.
"Parents make the mistake Of Offering
themselves to their children as examples;
but the child wants to become something
nearer to perfection than its parents The
parents can help and guide, but th,s must
remember they are only helpers AMI SER
wants of the child.
"The woman. the mother has been held
to be the shaper of the future Of humanity
1t is not So the child is the true worker
of the future. The hope Of human y lies
in the child. The work they do, these title
ones-it is far greater than any other work
II often asked what tha6 the
childs ideal is. believe the child. If 1t
could formulate it. would say simply: I
want to grow up to become man How
few of Us realize what work IS involved
in that task
AS to the apparatus used IN her schools.
Dr. Montessori said: Ny apparafss and
in fact any apparatus, is only = means 20
an end, and the end is the sell deye opment
Of the child through It's Interest,". TIE
child finds something to interest il. and
to occupy its time and from TIE moment
its play begins its development ber.ns.
Each task of child is much more nan
an occupation; something is born .n HIM
and expresses itself through his occuqa-
tons. The child's occupations are ne
media for the development o. the future
man
Dr. Montessori expressed s1tplse ~ cor
poral punishment being sill pers sted N
in England and outlined her idea Of d.
cipline.
The common idea is that # you leave
children to DO as they like they VII have
no discipline The idea is perfectly cor
rect, but my belief in individual liberty
is not effected by it. Liberty. to niy nina'
comes ~ h the formation Of me naiFdua.'
AS the infant becomes interested II oe-
gins to coordinate its movements aui hnas
that it is part Of all the lie around II. "
wants to be interested and to be occupied
That is the beginning Of discipline.
My idea OF discipline is best expressed
as the sense of duty l remember At the
San Francisco Exposition my children were
playing. when they heard music 'n me
distance Some of the children were free
to off at once, but others knew 'aa'
they must stay behind and put away 'he'
playthings first. Those who were Tree
stayed of their own accord and helped 'hS
others. Then they all went off to '"'
music together That is it-true discipl"'
is self-discipline.
An admircr of the Montcssori system mas
offered $4,000 for the foundation OF
Montessori institute in England in memory
of those who gave their lives in the stfus'
gle for civilization during the last NV
years.