Spontaneous Activity in EducationMontessori, Maria
Science
Spontaneous Activity in Education
Montessori, Maria
Montessori method of education
When a moral problem is limited to the _effects_ of preventable
causes, it is merely apparent. Thus, for instance, let us imagine for
a moment a populous quarter, where pauperism is rampant and the poor
will fight for a piece of bread; where dirt, drinking-shops and civic
neglect degrade the inhabitants; where all, men and women alike, give
way readily to vice. Our sole impression of such people at the moment
is: "What wicked people!" On the other hand, let us take the modern
quarter of an industrious city, where the houses of the people are
hygienic, where the workpeople receive a fair remuneration for their
labor, where popular theaters, conducted with a true sense of art,
have taken the place of public-houses, and let us enter one of the
restaurants where workpeople are enjoying their food in a quiet,
civilized fashion; we should be inclined to say: "What good people!"
But have they really become good? Those who ameliorated their social
conditions were the good people. But the individuals who have
benefited by their exertions "live better"; they are not, strictly
speaking, "more meritorious" in the moral sense.
If they were, we should only need to imagine a society in which the
economic problem had been solved, to behold men who have become
"moral" solely in virtue of having been born in a different age. It is
obvious that the moral question is a very different one; it is a
question of life, a question of "nature," and one which cannot be
solved by external eventualities. Men may be more or less fortunate,
they may be born in more or less civilized surroundings, but they will
always be men confronted by a "moral question," which goes down deeper
than fortune or civilization.
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