An Historical Research Into The Clinical And Pedagogical Implications Of The Work Of Maria Montessori, M. D.
Real education ceases when it becomes static. For decades it has been based on the influence of the men of the particular era. Men such as Rousseau, Pestalozzi, Herbart and Froebel have all had a dynamic effect upon education. Their philosophies, theories and methods came into vogue and were adhered to for a time. Their pedagogical contributions have not passed into obscurity. Many of their principles and ideas have been borrowed, extended and altered by other leading educators to meet the needs of the time.
About the turn of the century a new figure, distinguished particularly by her sex, came into the educational light. Influenced by her predecessors in the pedagogical field, she developed a method of education that was adopted and used by many countries for over two decades. This figure, Maria Montessori, defied convention in many respects, and the impact of her contributions to education is still being felt.
For at time her methods were severely criticized; then the widespread enthusiasm with which these ideas had been accepted dwindled and faded in the light of new ideas.
Recent emphasis by Catholic laymen in America on the Montessori Method suggests the possibility that critics will be proven wrong in their harsh treatment with this method, and that it will again be used in Man's effort to impart the wonders of the world to the young.