The Montessori Method in Education
By GURDIAL MALLIK
It
is now sufficiently recognised all over the world that Madame Montessori has
made a dynamic and distinct contribution to the ideals and apparatus of
education. But what has to be stated with deep regret is, that the same has not
been utilized so far in India either intensively or extensively. It is,
therefore, pertinent to enquire why this is so. And, if such an enquiry reveals
any points for discussion, advantage should be taken, before it is too late, of
the presence of the Madame and her talented associate, Mr. Montessori, in our
country. For, who knows as soon as the War is over, she may return to the west?
It
is, perhaps, common knowledge that since Madame Montessori arrived in India,
about four years ago, a number of courses of instruction in her method have
been conducted by her and several hundreds of students from all parts of India,
have attended them. But mostly the knowledge, acquired by the latter, has not
been translated subsequently into practice. For this sorry spectacle, various
are the reasons vouchsafed, ranging from lack of approval and aid by the
Government to that of intelligent understanding and appreciation by the
parents, and the proprietors of private schools.
But
the greatest obstacle, in the humble opinion of the writer, is some thing
different. It is twofold: First, paucity of appropriate “Indian biassed”
intellectual back-ground and basis and books when presenting the many-sided
educational “material” to the children, particularly in the advanced stage; and
secondly, the comparative inadequacy on the part of the teacher concerned in
applying the theory that he has learnt in a profoundly practical manner. In
connection with the latter it may be added that the “demonstration lesson,”
which the students of the course are put through, are given a little too
quickly, presumably because of the shortness of the term of the course.
What,
then, is the way to get over this handicap? It is for all those who believe in
the value and vitality of the Montessori method in education to arrange early
for the following: –
(a)
Starting of a Centre, in some easily accessible place in India, for having
contingents of experienced instructors of children from different provinces
instructed thoroughly by Madame Montessori at least for two years, in the practical
application of her technique;
(b)
As an adjunct to the above Centre, a group of writers of school text books,
again from all parts of India, should reside at the centre
and prepare suitable text books and charts with an Indian accent and
emphasis and environment;
and
(c)
A committee of educational administrators should co-operate with the above
group so that the value of the Montessori technique could be
ensured even afterwards in the higher classes of the school
by prescribing and publishing suitable text books for them. Simultaneously it
may publish pamphlets in different provincial languages, in a simple style,
explaining the ideals of the Montessori way of learning, so that the parents of
children may gradually appreciate its excellence.
Of
course, all this would cost money. But, then, are there not in our country half
a dozen benevolent rich persons to give generous donations for the good work in
question? The writer’s belief is that they would, if they were to be approached
by eminent educationists.