| PAOLA TRABALZINI ‘
MARIA MONTESSORI
THROUGH THE SEASONS
OF THE “METHOD” |
| WHAT Is NAMTA?
The North American Montessori Teachers' Association
provides a medium of study, interpretation, and im-… |
| THE NAMTA JOURNAL
VoL. 36, No. 2 • SPRING 2011
Paola Trabalzini
Maria Montessori
Through the Seasons
of the ''… |
| "There's just this for consolation: an hour here
or there when our lives seem, against all odds
and… |
| TABLE OF CONTENTS
Publisher:~ Note by David Kahn ........................................................ Yll
Foreword by… |
| Part Two
For a Science of the Formation of Man
Chapter I On the Move with the "New Child"
I. I Beyond the… |
| VIJ
Publisher's Note
Every time I have heard Paola Trabalzini speak, her precise scholar-
ship and careful selection of… |
| IX
Foreword
After many years working all over the world, each time J begin a new
Montessori training
course f stress that,… |
| X
observation,
Maria Montessori made a fundamental contribution to
educators and, as I already said, her method is still… |
| XI
Preface
"One day, from the heart of a great poet came the mystical question:
'Who is man? Where does he… |
| XII
Bambini (The Method of Scient(fic Pedagogy as applied lo child education
in the Children's Houses) is explained by… |
| XIII
particular, as Clara Tornar observed, there has been "growing interest for a
more objective historiographical… |
| XLV
of the various [talian editions. The passages were sometimes retranslated
because the original translation in English did… |
| xv
Acknowledgements
This book would not have been possible without the contribution
made by institutions, scholars,… |
| XVI
Didactics "Mauro Laeng" - University of Roma Tre - and promoter of
educational and documentary… |
| Part One
Tolvard the Children's House:
The Formation Years |
| 3
Chapter I
From Childhood to Youth
1.1 Before// Metodo de/la Pedagogia Scientijica
"The time in which woman was… |
| 4
Par/ One - Toward 1he Children's House: The Formalion Years
distant origins: and if the course of the present… |
| From Childhood to Youth
5
fundamentally a rural country in which half of the inhabitants were peasant
farmers, cattle… |
| 6
Part One - Toward the Children's House: The Formation Years
social problems linked to demands for better work and… |
| From Childhood to Youth
7
most and she constantly supported her. In her own family, Renilde had
admired the scholarly,… |
| 8
Part One - Toward the Children ·s House: The Formation Years
plays, improvise topics; I strengthened garments and scenes. I… |
| From Childhood to Youth
9
mathematics section of the technical school with the intention of continuing
her studies at the… |
| I O
Part One - Toll'ard the Children's /-louse: The Formation Years
managed to move him so much that the good friar… |
| From Childhood to Youth
11
letter she sent to her friend Clara in 1896, in which she expressed all her
anxiety and dismay… |
| 12
Part One - Toll'ard the Children's I louse: The Formation Years
Her decision to do a thesis on antagonistic… |
| From Childhood to Yowh
13
and cultural hurdles, it also marked the beginning of her entrance to the
medical-scientific… |
| 14
Parr One - Toward 1he Children's House: The Forma1io11 Years
13 The years 1877-1900 saw eleven women admitted to… |
| From Childhood 10 Yowh
15
observation as the method for understanding the patient's mental world. and made moral… |
| 16
Chapter II
Science and Society: Phrenasthenic Children
II. I Civil commitment and scientific research
Berlin, 22… |
| Science and Socie~1•: Phrenasthenic Children
l7
an aspect which would also characterize her speech in the London congress
of… |
| 18
Part One - To1rnrd the Children's House: The Formation Years
psychiatrist Augustin Morel had first written about and… |
| Science and Society: Phrenasthenic Children
19
juvenile delinquency. These responsibilities were found in the lack of care… |
| 20
Part One - Toward the Children's House: The Formation Years
pedagogical methods tailored to their needs and through… |
| Science and Society: Phrenasthenic Children
21
all those people who wanted to take children away from the streets or from… |
| 22
Part One - Toward the Children's House: The Formation Years
and the suitable education methods for each case. The… |
| Science and Society: Phrenasthenic Children
23
society so that civil progress did not come about to the detriment of one… |
| 24
Part One - Toward the Children's House: The Formation Years
based on four fundamental types - moral madness,… |
| Science and Society: Phrenasthenic Children
25
' Jean M. G. ltard ( 1775-1838) !,rraduated in medicine and decided to… |
| 26
Chapter III
Science and Society: The Woman Question
111.1 Scientists and not science are against woman
Between the late… |
| Science and Society: The Woman Question
27
How to deal with claims of woman's inferiority? By abandoning the
reasons of… |
| 28
Part One - Toll'ard the Children ·s !louse: The Forma1io11 Years
social and cultural sensibility, that is a coming… |
| Science and Society: The Woman Q11es1io11
29
effective action that everywhere honored women's industriousness and left… |
| 30
Part One - Toward the Children's /louse: The Formation Years
wages of their male colleagues - and intellectually,… |
| Science and Sociely: The Woman Question
31
of the nineteenth century (Kramer believes that Montessori and Besant
actually… |
| 32
Part One - Toll'ard the Children ·s /louse: The Formation Years
which was often fatal to health, and give with the… |
| Science and Socie~)': The Woman Queslion
33
lll.4 "Women everywhe,·e, arise!"
Montessori 's… |
| 34
Part One - To1rnrd the Children's I louse: The Formation Years
of the pro-vote committee, and she - along with other… |
| Science and Socie~y: The Woman Question
35
new moral and educational principles.
In her speech, she related sex education… |
| 36
Part One - Toward the Children ·s House: The Formation Years
alcoholism. cnvironmcn1al conditions and race. The… |
| Science and Society: The Woman Question
37
11 M. Montessori, ·'Greetings of Italian Women. in International Council of… |
| 38
Part One - Toward the Children's House: The For111a/io11 Years
~7 The "Committee'' was chaired by… |
| Chapter IV
Anthropology in School
IV. l Studies of philosophy and anthropology
39
"Enrolled at university as a… |
| 40
Part One - Toll'ard the Children ·s !louse: Tlte Formmion Years
published two articles in 1903, regarding the… |
| A11thropology in School
41
is possible that Montessori did not perceive science and religion as opposing
one another, also… |
| 42
Par/ One - Toward /he Children's House: The Forma/ion Years
did the school system do in the face of such biological… |
| Anthropology in School
43
anthropological data were supplemented for pedagogical purposes.
Her study of regional ethnic… |
| 44
Part One - Toward the Children ·s llouse: The Formation Years
' Luigi Crcdaro ( 1860-1939) relined his s1Udies in… |
| 45
Chapter V
Proposal for a Scientific Pedagogy
V.1 Where children "do not see the light, but see the darkness&… |
| 46
Part One - Toward the Children ·s House: The Formation Years
What was meant to be a great investment and profitable… |
| Proposal for a Scientific Pedagogy
47
At the turn of the century, San Lorenzo experienced a period of
renovation, much like… |
| 48
Part One - To11•ard the Children ·.1· House: The For111alio11 Years
With regard to social policy, 1902 saw the approval of… |
| Proposal for a Scient(/7c Pedagogy
49
Acting in this manner, which Talamo called "experimental", the middle… |
| 50
Part One - Toward the Children's I louse: The Formation Years
House, and others followed in Via dei Campani and in… |
| Proposal for a Scientific Pedagogy
51
Parents did not pay anything to send their children to the "House",… |
| 52
Part One - Toward the Children's House: The Formation Years
Montessori accepted the job also because she had a… |
| Proposal for a Scientific Pedagogy
53
these restructured buildings. ln the Children's Houses, Montessori
introduced… |
| 54
Part One - Toward the Children ·s House: The FonnaIio11 Years
These observations made her change the furniture: low… |
| Proposal for a Scientific Pedagogy
55
respects, may still be considered valid today: limiting condiments, not using
butter… |
| 56
Part One - Toward the Children's House: The Formation Years
vegetable garden, and inside the "House"… |
| Proposal.for a Scientific Pedagogy
57
Houses - and visiting and admiring them is all one and the same. I saw
ladies who… |
| 58
Part One - Toward the Children's I louse: The Formalio11 Years
V.411 Metodo del/a Pedagogia Scientijica:… |
| Proposal for a Scientific Pedagogv
59
builds himself. Freedom is thus creativity and operativity.
Montessori is well aware… |
| 60
Part One - Toward the Children ·s House: The For111alio11 Years
measurement-based science and of an exasperated technicism… |
| Proposal for a Scientific Pedagogy
61
The scientist-teacher must also proceed to experiment: the individual
lesson, so that… |
| 62
Part One - Toward the Children's House: The Formation Years
the "most admirable attempts of experimental… |
| Proposal/or a Scientlfic Pedagogy
63
Hence, a scientific pedagogy that promoted a new culture of the child and of
his rights… |
| 64
Par/ One - To1rnrd 1he Children's House: The Formation Years
liberty in pedagogy but then left out from the third… |
| Proposal for a Scientific Pedagogy
65
'religious conscience"' 34 (the name was removed from the third… |
| 66
Part One - Toward the Children's I louse: The Formation Years
such as the Vita N11ova, of which she quoted some… |
| Proposal.for a Scientific Pedagogy
67
Activities in nature are impo1tant also for the education and coordination of
movement… |
| 68
Part One - Toward the Children's House: The Formation Years
She also cited her own works, mainly Antropo!ogia… |
| Proposal.for a Sciemific Pedagogy
7 M. Montessori,// Me1odo de/la Pedagogia Scienlijica. Ecli=ione cri1ica. p.159.
K Ibid. p.… |
| 70
Par/ One - Toward the Children ·s House: The Formation Years
experimental study of the sense of touch and devised the… |
| Proposal for a Scientific Pedagogy
71
Randone was also a biological designer at the University of Rome. where Montessori may… |
| 11/11\l/"/lliOII\
73
lllu~tration I: Murin \.Jontc-.ori 18%.
Tltt• NAMTA .Joumal. Vol. 36, No. 2. ,\iwi11g 201 I |
| 74
Maria Montessori Through the Seasons of the "Method"
lllustrntion 2: Teacher~ and student\ of the Scuolu… |
| illustrations
Illustrations 3 and 4: Anthropology lecture by Maria Montessori at the Pedagogical
School in Rome, 1906. In… |
| 76
Maria Montessori Through the Seasons of the "Method"
I
r
' I I I
I I I I
fllu~lrntiou, 5 and 6… |