For the possible scorn of those to whom all compromise is distasteful, the author of this Introduction seeks but one compensation--that any kindergartner who may happen to adopt his suggestion will let him study the results.
As to the use of the Montessori system in the home, one or two remarks must suffice. In the first place, parents should not expect that the mere presence of the material in the nursery will be enough to work an educational miracle. A Montessori directress does no common "teaching," but she is called upon for very skillful and very tiring effort. She must watch, assist, inspire, suggest, guide, explain, correct, inhibit. She is supposed, in addition, to contribute by her work to the upbuilding of a new science of pedagogy; but her educational efforts--and education is not an investigative and experimental effort, but a practical and constructive one--are enough to exhaust all her time, strength, and ingenuity. It will do no harm--except perhaps to the material itself--to have the Montessori material at hand in the home, but it must be used under proper guidance if it is to be educationally effective. And besides, it must not be forgotten that the material is by no means the most important feature of the Montessori programme. The best use of the Montessori system in the home will come through the reading of this book. If parents shall learn from Dr. Montessori something of the value of child life, of its need for activity, of its characteristic modes of expression, and of its possibilities, and shall apply this knowledge wisely, the work of the great Italian educator will be successful enough.
This Introduction cannot close without some discussion, however limited, of the important problems suggested by the Montessori method of teaching children to write and to read. We have in American schools admirable methods for the teaching of reading; by the Aldine method, for instance, children of fair ability read without difficulty ten or more readers in the first school year, and advance rapidly toward independent power. Our instruction in writing, however, has never been particularly noteworthy. We have been trying recently to teach children to write a flowing hand by the "arm movement," without much formation of separate letters by the fingers, and our results seem to prove that the effort with children before the age of ten is not worth while. Sensible school officers are content to let children in the first four grades write largely by drawing the letters, and there has been, a fairly general conviction that writing is not in any case especially important before the age of eight or nine. In view of Dr. Montessori's success in teaching children of four and five to write with ease and skill, must we not revise our estimate of the value of writing and our procedure in teaching it? What changes may we profitably introduce in our teaching of reading?