Excerpt from The Montessori Method and the American School
The Montessori Method has been given so much publicity by the American press that its peculiarities have become quite generally known, and one who attempts to describe them further is in danger of repetition. It is my aim, however, simply to offer to those who have a practical interest in its intimate details some of the impressions received through an investigation of the Method at first hand, as well as some results of experiments made among children with whom I work daily at the Iowa State Teachers College.
The talks herein published are the substance of discussions conducted with classes, following my return from Rome. It is not their purpose to crystallize attention upon some one feature of the equipment or upon some one element of the method, but rather to promote the study of the principles underlying the entire equipment and the entire method.
All pedagogical history proves that reforms in education develop slowly. It would be a curious anomaly if the Children"s House did not conform to this law of evolution. Its best friends are those who willingly submit it to the comparisons possible because of work done in the exceptionally good home, good kindergarten and good primary school of to-day, and to the tests that the psychological laboratories are urging for all educational procedure.
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