If I were a little boy trained for years and years according to this plan, I hope I should be grateful to my teachers for all the trouble they had taken with me. But, if they then turned round upon me and reproached me with not being _original_, I should be sorely tempted to commit a breach of good English and say "That is the limit!"
In the pedagogical and psychological sense these methods are twenty years behind the times. They have been exploded in theory and disproved in practice. Each subject in its turn has fought its battle with the Dictation Method, and everywhere, except perhaps in religious instruction, the principle has been decided. In drawing, the freehand copy has given place to direct observation; in mathematics, mechanical working of rules and examples has been replaced by intelligence and problems. Even physical exercises are no longer mere drill.
Perhaps it is in the primary school that we shall find the right principles most clearly marked, if only because with the younger children the teacher is nearer to Nature and mistakes punish themselves more visibly. There also the dead weight of tradition has been less oppressive. Before Madame Montessori's star had risen above the firmament the best teachers in English infant schools had solved the fundamental problems of how to teach good English. The principle is that what the child speaks or writes shall come from its own brain. The first medium of expression is, of course, the tongue. No children, not even English children, are tongue-tied by nature, but they are generally timid and sensitive. If they find their adult world discouraging communicativeness with anger, or sarcasm, or pedantry, they will close down upon the rock of silence like the limpet which you must smash before you move. Probably before he comes to school the child has already been silenced by a mother or father whose love will bear anything for the child except to listen to him. It is wonderful to watch the skilled teacher of infants repairing this mischief, re-establishing confidence between innocence and wisdom, unlocking hearts and tongues, creating an atmosphere of freedom in which she possesses, in reality, absolute control. Instead of limpets you behold sea-anemones full open. The children talk at great length in co-ordinate construction about their mother and the baby's tooth, and when they have finished they sit quiet listening to others. Sometimes the teacher takes up her parable and tells them about Cinderella or the King of the Golden River. In other lessons other mediums of expression appear--pencils, chalk, plastic clay, music, dance, drama. The teacher continues unobtrusively feeding the children with beautiful things, she sings and plays to them, shows them pictures and exhibits gentleness, calm, and love.