Page:Philosophical Review Volume 23.djvu/710

694 in his leadership when he continues in the introduction: "Any effective criticism of Montessori and her methods must therefore in the long run direct itself to her fundamental ideas. For this reason, there is much to be gained by making the first approach to her system indirectly through a study of its ancestry in the world of ideas" (p. 17).

The book is divided into two parts. Part I deals with the historical background of Montessori's theory. Beginning with Locke, the author treats briefly Condillac, Pereira, Rousseau, Itard, Seguin, and Montessori. This historical part of the book probably determined the main title, although the reader must feel that the author's interest was primarily in Part II, which is a critical exposition of Montessori's theory. Part I is entirely subordinate to Part II and, as might be expected, does not give a full account of the educational theories of the persons mentioned. The biographical data is well chosen for the general reader although it is too limited to be of service to students of education. One purpose of this part of the book is admirably furthered. That purpose is to prepare the reader for the author's point of view in criticizing Montessori's philosophy.

In Part II the author resolves Madam Montessori's philosophy into three main ideas which, when they are stated, are quite easily found in the historical outline that preceded. He states these ideas as follows: "The first is the principle of individuality: that each person manifests in a unique way the mysterious life-force, and attains to the most complete realization of his own possibilities by following the direction given by his individual impulses. The second, which is in some sense deducible from the first, is the principle of freedom: that the individual in maturing his powers and becoming adapted to social life through education develops best in the absence of conventional restrictions on his individuality. The third is the psychological doctrine which makes the senses the basis of the higher life of man and requires their cultivation in early childhood as the precondition of complete success in later education" (p. 183). He rightly points out the fact that these theories "are all adumbrated in Locke" and "are explicitly enunciated by Rousseau."

The criticism of the three principles which follows is clear and convincing in style, although based on no arguments that are essentially new. In reality the conceptions which he examines are much older than Locke, and the arguments against them are at least as old as the dialogues of Plato. Chapter IX, Individuality, is especially worth reading. It leads to the conclusion that "Dr. Montessori's discussion of individuality is vitiated by her failure to realize that human individuality is a social not a biological fact" (p. 211). The remaining chapters—Freedom, The Education of the Senses, The Omission of the Humanistic Subjects, and The Children's House are based upon the conclusion of Chapter IX.

The book is well written and valuable. It is welcome, especially in a field where clear thinking has too often been out of favor and where philosophy has been abused. It should be of great service to the college student or