Table Of Content

FROM CHILDHOOD TO ADOLESCENCE THE MONTESSORI SERIES THE MONTESSORI SERIES VOLUME 12 FROM CHILDHOOD TO ADOLESCENCE Tneluding “Erdkinder” and ‘The Functions of the University Maria Montessori _Meatessori-Pisrson Publishing Company, Amstertdsm, ‘The Nethevlande 2 Conergy MuntesaePituzon Puihing Caren Trae ifn en ghee xsean of one eunntaes ‘Monessen Tnsnaarcu Face 18, ene 1 ee, 200,20, 8, 28 Teastace Mine vse ne pabacon te che Wer ae Bevery Hse oral aed ase ge onsen ran Ee guerre Tela ale Baglnh fr the rem by "The Montero Tic tinue] Basecaeh Coton aru. jut Tshontr Faglice ty Shtsheu Boeke lun 399), ic ee Fev sae pxbieNel be Shodan Book, tooo IER ind he econ fx hace on this second Sohne sat i {Rovio uiagrune seprocuced in ts volume re tari i Some sabtecnad she tle, Tal ten Dost ta Ee Neatunnas @: Guat Elscte, POH Its} wed XIE Cat Tecan grrr ie the aiasion Gea Keto gone apron if ss secant Hage Tee omhs snc lactis itn hae ter eons pine nen ult Minter! Iatsageouale (4M All aghte spews, Met of thie nFeacon we be eur ‘Mea tice ising reece seco, tse sy fete rn ny nmese, sections, ethanien, pacny iy ur vce (San hal doe peces pessgne aegis pare Isritsh Lary Catalomuing in Poblinntion Dats Vivier Mes faetetae Prag Chisel Adasen om "slung Monessen ste te Sesae 12 ISBN eas Ta SAMI Sof Novas sa abo Ce Tayi ive ew ace ie Seis “Tygon ser dae by Colusa Doser ar Theseetinn Seria ud, Banda Eerd Frnt a Yd nat Bees latin Tend neue, PRUCw CONTENTS 1, The Bucosive Levela of Bducation Metamorphoses 3. The Moral Chaacaristice of the Child from Seven te Tele Fenre ‘The Needs of the Child trom Seven to Twelve Years ‘The Passage to Abstraction—The Dole of the Tmagination, oe “Going Out” the Kay to Culture War Same Chemistry Rxperioncou Cason in Nature A Rem Ideas of Inorganic Chemistry ‘A Fow Idens of Organic Chemiaury Conetasion Appendices Brander” Study and Work Plane ‘The Functions of the Univonmty Tadex ‘My vision of the fatore is mo longer of people teking exams and ‘receding on thot creation for the sesondany aoa 10 the ‘aiveeniy, ba of individuds passing trom one rage of independence toa higher, by moans of thet own activ, wongh ther oa ext tl which onativatan the inen arlaron of the infidel) Btu Busnes 1 The Successive Levels of Education Suoneesive levels of education must earespond co the sue- ‘eave porsonaliles of the old. ‘Gur molhods ave oriented sot to any pre-established principles bit rather to the inherent. characteriation of the ‘ferent ages, I Tollowa that these charsctevieicntherealven lglade several levels ‘The chanses from ove level ta the other ax these different ‘ages ould be compared te the metamorphoaes of insects. ‘Whoa an ineeet cores out ofthe gg iia vary emall and ae 18 particular form and colouring. ‘Then, litle by Litto, te leanatormed esen theugh ix zeming an animal of the same ‘pocles having the same needs and habite I is an individual Ghat uvldes, Thea one day something new happens. The {insect sping bia cgcnon and bacomas a cbeysals. The cbryealia ‘ur undergoes another slaw evohution, Finally the insect cemes out af the eecoan in the form of a butterfiy. "We con establish a parallel betwaen the life of the insect. and (hat of the child. But the changing traits are not clearly defined th the child asim che insect Jt would be mare exact ta speale rather of rebivtha” of the child. tn effect, wo have before ‘ot abegeh new tage a diferent child who presenta characteris {ica diferent from thoes he exhibited during preceding years 1, Our ft level af education, then, applies to the emall child trom birth to about aeven years of age, Sinca a number of transformations take plane during this impertent pésiod, ‘We have establianed the folowing subdivisions: fal the first two years; 1 the yeara from three tn fie; ©) the nsth and seventh yesre, 1 FROM CHILDHOOD TO ADOLESCENCE 2, For the pariod from soven ta twelve years—ths period immodiataly preceding adolexcence-~which may also be £ub- divided, we provide 8 diffeeal plan of education than for the freceding period, If the changes produced during the fet Detfod are omnsidored us growth, (may be said that veritable iclamorpSooas take place during this one. 9, Tarelve to eighteen youre O8¢ onuld aay 9s much for this, Xe period of adaloseonse Tn each period we rediecovor a growing being, but one who iso ite diferent person every Hime "The lap tro levels will be considered comwacutively. The fit level has already ten diapuseed im The Discovery of the hit and in Phe Secret of Childhood. ‘Only 2 thorough analysis leads to the diecovary of the shengea that cerar continously inthe child, whe grows until fhe become a man, Tea provgaly theca changes that have the areatent beating on tho miothod of elucation. "The Principles that can be appbed unefully to the Gest period ara not the same ui Wiose that must be applica to the econd. We thus eame to the practical part of caucation, et ua uaa an cxamplo: When the small child begins to eet a looae toath, it it a siga thot the trt pariod of childhood ia fiver, Thig event ooosts without much fanfare within the amity. Whan the tooth beovmes very loose it ie pulled. A certain amount of fare 1s made: the tooth is suvad, and that {iele eoremony eoasilhates the fst step of a ace period fn the Life of the child, Te will take # lang time before all Uke baby ‘woth are gone ond the child soquires hia new eth, Sub if, ninckly, i i neoetsary ta pull one of the naw Leeth, more ‘ill be nteded tan merely a ilk throads wea ail have to deal ‘pith the excaction of a etrong and fxad purt. Low of the babyy teeth iv only one among the mony mariestalions of this age ‘All cheoa traile—plyaleak a mach as paychie—eonstibue the Jinks of the chuia whlch is the matamorphosis ofthe child. He fn both atrongur and slimmer. His bair ia Toso s0fl Paycho Inglcaly, be i les gentle, le accommodating, 2 Metamorphoses From seven to twelve years, the child needs to enlarge his Sel of acon, As we have geen fm The Secret of Childhood) a Hiiled envirenmnent ig quited to the guall child. There, social zelations are estalithed with others. Inthe second pariod the Shild needs seidev Boundaries for bia social experiences Development cannot reault by leaving him in his former environment. Teg necessery that he sue to understand, among other realiten, what money ought to reprasent. Without money we ‘ould pass among the most marvellous things without evar ‘eing able to track them. We would be Uke a bird vith a broken beak dying of hunger ana pile of grain. Meney ia the ‘means hy which aan procaree things. That fa why ie atracte sto riieh interest, Wa tat emaider money aa toe “golden ‘eey" that opena the dear of supea-nature™ Th is therefore naceseary that children have fre-hand experienca in buying objects thamaclves and that: thay eam realize what they ean buy with» anit of the monoy of Ohir ‘country, "What can one hoy with one small coin? When I havo used the coin to buy paper from the stetionsr, my ouin baw aot Aiasppeared. It will again bay more abject af is value. Tris always the same onin that passes from hand to hand, bringing the needed article to someone every me. How much mor shandine ean a coin minted fifty years age hava bought durin 0p. Montour hwy els tha dade demuaated and constructed Irumnenvitoument uch nian Wings isto being with tha hal of Amn ine ruuren ad Uses of atte