The Montessori Method

Author:Montessori, Maria
Language: eng
Format: epub
Tags: PR, LEA, LEA.PR, Curriculum, Textbooks, Manuals, etc., Montessori method of education, Holistic education

_Form._ When the child shows that he can with security distinguish between the forms of the plane geometric insets, the directress may begin the lessons in nomenclature. She should begin with two strongly-contrasted forms, as the square and the circle, and should follow the usual method, using the three periods of SEguin. We do not teach all the names relative to the geometric figures, giving only those of the most familiar forms, such as square, circle, rectangle, triangle, oval. We now call attention to the fact that there are _rectangles which are narrow and long_, and others which are _broad and short_, while the _squares_ are equal on all sides and can be only big and little. These things are most easily shown with the insets, for, though we turn the square about, it still enters its frame, while the rectangle, if placed across the opening, will not enter. The child is much interested in this exercise, for which we arrange in the frame a square and a series of rectangles, having the longest side equal to the side of the square, the other side gradually decreasing in the five pieces.

In the same way we proceed to show the difference between the oval, the ellipse, and the circle. The circle enters no matter how it is placed, or turned about; the ellipse does not enter when placed transversely, but if placed lengthwise will enter even if turned upside down. The oval, however, not only cannot enter the frame if placed transversely, but not even when turned upside down; it must be placed with the _large_ curve toward the large part of the opening, and with the _narrow_ curve toward the _narrow_ portion of the opening.

The circles, _big_ and _little_, enter their frames no matter how they are turned about. I do not reveal the difference between the oval and the ellipse until a very late stage of the child's education, and then not to all children, but only to those who show a special interest in the forms by choosing the game often, or by asking about the differences. I prefer that such differences should be recognised later by the child, spontaneously, perhaps in the elementary school.

It seems to many persons that in teaching these forms we are teaching _geometry_, and that this is premature in schools for such young children. Others feel that, if we wish to present geometric forms, we should use the _solids_, as being more concrete.

I feel that I should say a word here to combat such prejudices. To _observe_ a geometric form is not to _analyse_ it, and in the analysis geometry begins. When, for example, we speak to the child of sides and angles and explain these to him, even though with objective methods, as Froebel advocates (for example, the square has four sides and can be constructed with four sticks of equal length), then indeed we do enter the field of geometry, and I believe that little children are too immature for these steps.

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