new

How is it possible to review a system, a new science, a new philosophy of education in a few hundred words? This book is nothing less than a new revelation. “The Montessori Method " was, as the Athenæum said of it, “a book of pregnant significance," but its object was rather to justify a new method for the earlier stages than to challenge the whole sysem of education, as brought up to date by its latest professors. It is such a challenge that Dr. Montessori throws down in her latest book. There is no suggestion of truce, no room for compromise. If the teacher is so much as to enter the promised land, he must veritably be born again, undergoing a transformation as complete as the changing of a leopard's spots or an Ethiopian's skin. “It is unquestionable that the preparation of the teacher must be made ex novo (p. 127).

The preparation for science and the preparation for sanctity should form a new soul (p. 138), for the attitude of the teacher should be at once positive, scientific, and spiritual. Positive and scientific because he has an exact task to perform and it is necessary that he should put himself into immediate relation with the truth by means of rigorous observation, that he should strip off all illusions.

To achieve such an attitude long practice is necessary and a wide observation of life under the guidance of the biological sciences. . . . The scientific laboratory, the field of Nature where the teacher will be initiated into

the observation of the phenomena of the inner life' should be the school in which free children develop. . When he experiences an insatiable eagerness in observing them, then he will know that he is initiated. Then he will begin to become a teacher.” (p. 141.) After marking passage after passage which might afford a clue to the principles underlying this revolutionary system I have deliberately used up nearly all my quotation space over this transformation of the teacher, because it seems best to bring home the vast and staggering newness of it all. The only use of this notice can be to send readers to the book, and even that will almost certainly prove of little avail, unless they can first strip themselves of all prepossessions, inherited or acquired. When I first visited the “Montessori ” schools in Rome I experienced love at first sight. I had, in fact, long been tending ignorantly to worship. But I realized that as a teacher I had to begin over again. And now for six years that effort of change has been going on, and every day I find myself sinning through sheer force of habit against the new knowledge. Nevertheless, the revolution goes on its way. I find a change of spirit spreading not only upwards from the

Montessori” department, but downwards from the boys and girls of the VIth and Vth, and I find that what requires a surgical operation in the adult can capture the child mind by gradual suggestion and peaceful penetration. The difficulties to be surmounted before an English public school can be Montessorized are stupendous, but the conservatism of the pupils themselves is not the obstacle. And now

to attempt the irreducible minimum of explanation: (1) The Discovery.-Every child contains in himself the desire (even-until it be crushed-the determination) to develop his powers and the innate faculties necessary for this task. His needs are but two, viz., not to be thwarted by prohibitions enforced by his elders, or by poverty of material upon which to employ his faculties. (2) The Method.–To avoid the prohibitions and to supply the material in the shape of (literally) educational apparatus. (3) The Science and Art of Education.-(a) By biological studies to determine the nature, physical, mental, and spiritual—of children. (b) By observation of children under “ free” conditions (i.c., secured from prohibitions which would hinder the natural growth of their faculties) to construct a new science-psychological pedagogyenabling the teacher to present the right educational material at the right moment. (c) Not otherwise to interiere. (4) Errors of Existing Educational Systems.-(a) The child is introduced (like Gulliver) into a world where nothing is made to suit him-a giant's house, giant's stairs, giant's furniture. (b) He is given toys instead of real things, exasperating help instead of encouragement to conquer, condescension in place of reverence, our time and place without regard for his, our imagination in lieu of a realm for his own. (c) Experimental psychology has proved futile, supplying tests which prove nothing and “confronting us with a mass of unsolved problems.” “ It is obvious that a real experimental science which shall guide education

is not yet born; when it appears, it will be to the so-called · sciences' that have sprung up in connection with the diseases of martyred childhood as chemistry to alchemy and as positive medicine to the empirical medicine of bygone centuries” (p. 65). (d) Educational hygiene has imprisoned and bound the child and then applied palliatives to render his prison and bonds as little harmful as may be. “ The educator will seek to alleviate the injury which instruction necessarily entails." (Claparède, quoted p. 63.) (5) Spiritual Development.-". barely indicated. A book on this subject should form a sequel to this volume” (p. 357). But the child " is perhaps the Parsifal for whom we waiting, depressed and sick at heart, while because of the impurity of our hands the dove can no longer descend in the Holy Grail towards the chalice filled with the blood of Peace” (p. 350).

CECIL GRANT.

“The State and the Child.” By W. Clarke Hall, Magistrate of the Children's Court, Old Street Police Court, London, E.C. 2. London: Headley Bros., Kingsway House, Kingsway, W.C. Pp. 210. 1918. Price 2s. 6d, net.

This forms one of a valuable series of frank and thoroughgoing examinations of our current social postulates. The title is the most disappointing part of the book, which does not discuss the State's relationship to the child, but is concerned only with the relatively small class of delinquent children. The author is the well-known Magistrate at Old Street, whose Children's Court serves a population of about one million, chiefly poor persons. Child welfare from his point of view includes such problems as the punishment of juvenile offenders, the conduct of a Children's Court, the methods of industrial and reformatory schools, the system of probation, and the provision for illegitimate children. The final chapter deals with three social experiments for which the author is enthusiastic, viz., “ The Little Commonwealth,” the Women's Training Colony, Berkshire, and the Caldecott Community. We like the kindly human outlook of the book. The writer expresses high appreciation of child nature, even as he sees it in Court. He has no faith in birching as a cure except in a few cases of morbid cruelty. He warmly applauds the Children Act of 1908, but name

mes point after point in which it now needs amendment. Several chapters close with lists of suggested legal or administrative changes, or of further social provision needed. Ten of the more important may be noted here : (1) Power to combine probation with other punishment, such as fines, and to inflict punishment on a child for failure during probation without thereby terminating it. (2) A more complete scheme for combining the services of trained probation officers with those of voluntary workers. (3) Larger powers in dealing with the custody of children, and new power to commit them up to the age of 18 to approved voluntary homes. (4) More direct control and classification of certified schools. (5) Removal of such schools to the country, with more practical instruction and less of the iron heel. (6) Illegitimate children to be made Wards

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from tuberculosis can be built up and maintained, but those making use of it should study the subject, for almost every so-called failure can be traced to ignorance on the part of those carrying it out. Whilst the danger to human beings of tubercle in milk is recognized, the greater danger of dirty milk is ignored. When the amount of disease and death caused by dirty milk amongst young children is better known, greater care will be taken in milk production, for people will demand a safe milk for their children, and will be willing to pay a higher price for that which is clean and wholesome. The cleanliness of milk depends far more on the care and intelligence exercised by those occupied in its production than on the buildings in which it is produced, although it is easier to obtain good results in suitable rather than in unsuitable surroundings." Mr. Buckley has accomplished a valuable national service by the publication of his informing and attractive monograph.

The Times Educational Supplement.--Published every Thursday by the Times Publishing Company, Ltd., Printing House Square, London, E.C. 4. Price ld. each number. Annual subscriptions, post free, inland, 6s, 6d., abroad, 8s. 6d.

Among educational periodicals this publication is unique. It is a weekly newspaper of educational progress, reconstruction, and readjustments. Every patriotic educationist should make a point of reading this record of views, experiments, experiences, legislative endeavours, and voluntary enterprises. As a summary of the best thought on educational principles and a reliable register of practical service this periodical is indispensable.

sexes.

The Chivalry of the Kingdom of God: A record of a Course of Lessons for Senior Boys and Girls given according to the Method of the Catechism.' By C. W. C. Redman, M.A., Sometime Assistant Priest at St. John, at Hackney. Compiled from the Author's Notes by E. K. Garside. Pp. vi + 85. London: National Society's Depository, 19, Great Peter Street, Westminster, S.W. 1. 1917. Price Is. 6d. net.

This unpretentious little volume contains the records of a valuable experiment by one who as teacher and minister is well acquainted with the mind of the boy'. The course outlined in these notes consists of nineteen lessons, and something of their aim and character may be indicated by an enumeration of the titles of some of them : Fortitude, Purity, Truth, Reverence, Loyalty, Love of Country, Liberty, Prayer, The Sacraments. There is a helpful introduction full of wise and serviceable suggestions. The manual will be of special value to clergymen of the Church of England and teachers in Anglican schools, but there is so much that is excellent and likely to prove of benefit for children and adolescents that we commend it to the attention of all ministers of the Christian faith.

NOTES. “ How to Collect and Dry Flowering Plants and Ferns," by Harold Stuart Thompson, F.L.S., published by George Routledge and Sons, Ltd., Broadway House, 68-74, Carter Lane, E.C. (price 7d. net), is a practical manual which will be of value to teachers, scoutmasters, club leaders and others engaged in educational and recreational work among school children and adolescents of both

It contains instruction regarding equipment, methods of collecting, drying, " poisoning” and mounting, and the general formation of a collection of dry flowering plants and ferns. There is also a suggestive section on “How to Send Pressed Plants by Post," and an informing glossary.

“ A Guide to the Art of Stencilling : English and Japanese," by D. Gordon, published by J. Tillver and Co., 6, Blenheim Street, Bond Street, W.1 (price 7d. post free), contains instruction in the artistic pursuit of stencilling. There are excellent reproductions of a series of charming Japanese designs. A descriptive list of necessary materials is given. The directions here provided in stencil cutting and the whole art of stencilling should be sufficiently adequate to start many on this engaging, recreational, and educative artistic work. Teachers may procure full information regarding outfits from Messrs. J. Tillyer and Co.