outlines of "model lessons" used in the schools

33 Comparison of a "model lesson" for sense development with the Montessori method 42 Experimental psychology, not speculative psychology, the basis of Montessori teaching 44 False conceptions of the "art of the teacher" illustrated by model lessons 46     Positive science makes its appearance in the schools 50     Discoveries of medicine: distortions and diseases 50     Science has not fulfilled its mission in its dealings with children.   Diseases of school children treated, causes left undisturbed 52     Discoveries of experimental psychology: overwork; nervous exhaustion 57     Science is confronted by a mass of unsolved problems.   Laws governing fatigue still unknown 60 Toxines produced by fatigue and their antitoxins 62 Joy in work the only preventative of fatigue 62 Real experimental science, which shall liberate the child, not yet born 64     CHAPTER III my contribution to experimental science     The organization of the psychical life begins with the characteristic phenomenon of attention.   Incident which led Dr. Montessori to define her method 67     Psychical development is organized by the aid of external stimuli, which may be determined experimentally.   Tendency to develop his latent powers exists in the child's nature 69 Environment should contain the means of auto-education 72     External stimuli may be determined in quality and quantity.   Educative material used should contain in itself the control of error 74 Quantity of material determined by the advent of abstraction in pupil 77 Relation of stimuli to the age of the pupil 79     Material of development is necessary only as a starting point.   Corresponds to the terra firma from which the aeroplane takes flight and to which it returns to rest 81 Establishing of internal order, or "discipline" 82 Psychical growth requires constantly new and more complex material 83 Difference between materials of auto-education and the didactic material of the schools 85     Psychical truths.   "Discipline" the first external sign of a psychical reaction to the material 87 Initial disorder in Montessori schools 88 Psychical progress not systematic but "explosive in nature" 89 Birth of individuality 91 Intellectual crises are accompanied by emotion 93 Older child beginning in system, chooses