6 1 4 THE POPULAR SCIENCE MONTHLY 



cation, but it would also seem that she is in harmony with modern 

 progress and has made some contribution to educational practise. Just 

 how large this contribution will be, we can not yet say. Montessori her- 

 self is still experimenting both with children of the age with which she 

 began and with older pupils, and schools on a purely Montessori basis 

 or in combination with Froebelian or other methods are springing up 

 everywhere and are likely to obtain illuminating results. It is possible 

 that a new method may yet arise for the lowest classes in our schools, 

 which will combine the best characteristics of both the Froebelian and 

 the Montessorian pedagogy. At any rate, the existence of either as a 

 system, cult or propaganda should end, and both should be based upon 

 and merged with the wider and more dynamic principles of modern 

 educational practise. The Montessori method can be accounted a fad 

 only when half-baked devotees treat it as something that has leaped 

 full-panoplied from the divine head and prostrate themselves before it 

 in blind worship. 



