July, 1913
THE·MAPLE·PRESS·YORK·PA·
TO MY MOTHER RENILDE STOPPANI AND MY FATHER ALESSANDRO MONTESSORI ON THE OCCASION OF THE FORTY-FIFTH ANNIVERSARY OF THEIR UNCLOUDED UNION, I DEDICATE THIS BOOK, FRUIT OF THE SPIRIT OF LOVE AND CONTENTMENT WITH WHICH THEY HAVE INSPIRED ME
PREFACE
For some time past much has been said in Italy regarding Pedagogical Anthropology; but I do not think that until now any attempt has been made to define a science corresponding to such a title; that is to say, a method that systematises the positive study of the pupil for pedagogic purposes and with a view to establishing philosophic principles of education.
As soon as anthropology annexes the adjective, "pedagogical," it should base its scope upon the fundamental conception of a possible amelioration of man, founded upon the positive knowledge of the laws of human life. In contrast to general anthropology which, starting from a basis of positive data founded on observation, mounts toward philosophic problems regarding the origin of man, pedagogic anthropology, starting from an analogous basis of observation and research, must rise to philosophic conceptions regarding the future destiny of man from the biological point of view. The study of congenital anomalies and of their biological and social origin, must undoubtedly form a part of pedagogical anthropology, in order to afford a positive basis for a universal human hygiene, whose sole field of action must be the school; but an even greater importance is assumed by the study of defects of growth in the normal man; because the battle against these evidently constitutes the practical avenue for a wide regeneration of mankind.
If in the future a scientific pedagogy is destined to rise, it will devote itself to the education of men already rendered physically better through the agency of the allied positive sciences, among which pedagogic anthropology holds first place.