-tLB ■ 
 
 \\Q>^ 
 
 /? 
 
This honk is Hue on fhe last Hate stamneH heioixr- rtr 
 
 M 
 
iig #g0t^m 0f lEbtrratton 
 
 BY 
 
 iiarta MontiBsatx, MB. 
 
 A Lecture by Doctor Montessori delivered 
 before the National Education Assqziaipn 
 in August, 19 IS, at;! J' refyr'ihted fr'y^m the 
 Journal of the Association, t9t5. ... 
 
 Reprinted by 
 
 THE HOUSE OF CHILDHOOD, INC. 
 
 225 FIFTH AVENUE, NEW YORK CITY 
 
 Mak^''s and Sole Licencees of the Montessori Childhood Educational Apparatus 
 
^gBtPtn flf lEfturalinn 
 
 BY 
 
 Maria Maateeaati, 
 
 A* 
 
 A Lecture by Doctor Montessori delivered 
 before the National Education Association 
 in August, 1915, and reprinted from the 
 Journal of the Association, 1915. 
 
MY SYSTEM OF EDUCATION 
 
 Maria Montessori, M.D., Rome, Italy 
 
 My system is to be considered a system 
 leading up, in a general way, to education. 
 It can be followed not only in the education 
 of little children from three to six years of 
 age, but can be extended to children up to 
 ten years of age. It is not a simple theory, 
 but has been experimented with and put into 
 practice. Its results constitute a scientific 
 proof of its value. 
 
 Altho the first part of my experiment deals 
 only with children between the ages of three 
 and six years, nevertheless it must be con- 
 sidered as a "directive system'' for the edu- 
 cation of all children having attained the 
 school age. In fact, my last experiments, not 
 yet known to the public, have been made on 
 children up to ten years of age, and the same 
 directive system has proven satisfactory. The 
 l^esuTts were of still higher importance than in 
 the first case with smaller children because 
 richer in practical evidence both in the forma- 
 tion of character and in the attainment of 
 knowledge. 
 
 The fact on which it was possible to estab- 
 
lish my system is the psychologic fact of the 
 "attention" of the child, intensively chained to 
 any exterior object or fact, which proves in 
 the child a spontaneous, altho complex ac- 
 tivity of its entire little personality. 
 
 It will be of some interest to relate here the 
 episode that made me decide to plan out a 
 special method for the education of children. 
 
 I was making the first experiments in San 
 Lorenzo (Roma), trying to apply my princi- 
 ples and part of the material that I had previ- 
 ously used in the education of backward chil- 
 dren. 
 
 CA little girl, about three years of age, was 
 deeply absorbed in the work of placing 
 wooden blocks and cylinders in a frame for 
 that purpose. The expression of her face was 
 that of such intense attention, that it was 
 almost a revelation to me. Never before had 
 I seen a child look with such "fixedness" upon 
 an object, and my conviction about the insta- 
 bility of attention which goes incessantly from 
 one thing to another, a fact which is so char- 
 acteristic in little children, made the phenome- 
 non the more remarkable to me. 
 
 I watched the child without interrupting 
 her, and counted how many times she would 
 do her work over and over. It seemed that 
 she was never going to stop. As I saw that 
 
 334866 
 
it would take a very long time, I took the 
 little armchair on which she was sitting and 
 placed child and chair on the big table. 
 Hastily she put the frame across the chair, 
 gathered blocks and cylinders in her lap, and 
 continued her work undisturbed. I invited 
 the other children to sing, but the little girl 
 went on with her work and continued even 
 after the singing had ceased. I counted forty- 
 four different exercises which she made, and 
 when she finally stopped, and did so abso- 
 lutely independently from an exterior cause 
 that could disturb her, she looked around with 
 an expression of great satisfaction, as if she 
 were awakening from a deep and restful sleepy 
 The impression I received from the obser- 
 vation was that of a discovery. The same 
 phenomenon became very common among 
 those children, and it was noticed in every 
 school in every country where my system was 
 introduced ; therefore it can be considered as 
 a constant reaction which takes place in con- 
 nection with certain exterior conditions that 
 can be well established. Each time a similar 
 ''polarization" of the attention occurred, the\ 
 child began to transmute itself completely; it ^ 
 became calmer, more expressive, more intelli- 
 gent, and evidenced extraordinary interior 
 qualities, which recalled the phenomena of the 
 
highest mentality. When the phenomenon of 
 polarization of the attention had occurred, all 
 that was confused and drifting in the con- 
 science of the child seemed to assume a form, 
 the marvelous characters of which were re- 
 produced in each individual. 
 
 This reminded one of the life of man that 
 may be scattered indiscriminately in a chaotic 
 condition, until a special object attracts it and 
 gives it a fixed form, and then only is man 
 revealed unto himself and begins to live. This 
 spiritual phenomenon, which may coinvolve 
 the whole conscience of the adult, is therefore 
 but one of the ever-present aspects of the 
 ''formation of the inner life." It is met with 
 as a normal beginning of the inner life of 
 children, and it follows the development so 
 as to come within the reach of research as 
 an experimental fact. 
 
 It was thus that the soul of the child gave 
 its revelations, and, guided by these revela- 
 tions, there arose a method where spiritual 
 liberty became demonstrated. 
 
 The news of this fact rapidly spread thruout 
 the world, and it was received at first as a 
 miracle. Then little by little, as the experi- 
 ments were repeated among the most diverse 
 
races, the simplicity and evidence of the prin- 
 ciples of this spiritual treatment were recog- 
 
 / nized. 
 
 WP^~^h.en you have solved the problem of con- 
 y'fUrolling the attention of the child, you have 
 
 l^^olved the entire problem of its education. 
 The importance of a scheme to concentrate 
 the attention is self-evident. Professor Wil- 
 liam James, the renowned authority on psy- 
 chology in America, points out to us how 
 there exists in children that exterior variabil- 
 ity of attention that makes it so difficult to 
 give them the first lessons. The reflective and 
 passive character of the attention, by which 
 the child seems to belong less to itself than 
 to any object that may attract its attention, 
 is the first thing that the teacher must con- 
 quer. The ability incessantly to recall a wan- 
 dering and scattered attention, always ready 
 to vanish, is the real root of judgment, char- 
 acter, and will; that system of education that 
 succeeds in bringing this faculty to the high- 
 est degree should be the ideal and standard 
 
 , system. 
 
 To be able to choose objects that will in- » 
 terest and hold the attention of the child is 
 to know the means of aiding it in its mental 
 development. All things which naturally arise 
 and hold the attention with considerable 
 
steadiness are those which represent a ''neces- 
 ^sity'' for the child. . Toward these things its 
 attention is directed in a natural, almost in- 
 stinctive way. All other things that attract 
 its attention do so only lightly, transitorily, 
 and for a very short period of time. Thus the 
 newborn child has a series of unco-ordinate 
 movements, but the complex movement of 
 sucking, which is in direct proportion to its 
 need of food, is performed with regularity, 
 co-ordination, and steadiness. We must 
 
 i recognize that something like this is needed 
 
 i for its psychic development. 
 \ Consider the little girl only three years of 
 age who perform the same exercise fifty 
 times. A crowd is roaming about her, a piano 
 is playing, a chorus is sung, and nothing can 
 distract her from her deep concentration. In 
 a similar way, the baby holds on to the breast 
 of the mother without being interrupted by 
 any exterior agent and lets go only after its 
 need is satisfied. 
 
 How shall we choose the means of develop- 
 ment by experiments? Since a constant and 
 peculiar psychic reaction is an established 
 fact, it is possible to determine some stimu- 
 lating (reactive) agents or objects that can 
 aid the spontaneous development. The char- 
 acter of this reaction itself must be the guide 
 
to the choice of these objects which are to 
 constitute the implements or tools for this 
 scientific work. 
 
 Each one of these instruments must be 
 built with every detail to answer the pur- 
 pose. As the lenses of the optician are made 
 in accordance with the laws of refraction, the 
 pedagogical instrument must be chosen to 
 correspond exactly to the psychic manifesta- 
 tions of the child. 
 
 Such an instrument could be compared to 
 a systematized mental test. It is not, how- 
 ever, established as an external criterion of 
 measurement with the purpose of estimating 
 the instantaneous psychic reaction which it 
 produces, but on the contrary it is a stimulus 
 which must be determined by the psychic re- 
 actions which it is capable of producing and 
 maintaining in a permanent manner. It is 
 the psychic reaction which determines and 
 establishes the systematic mental test and the 
 psychic reaction which serves as the sole 
 means of comparison in determining the tests. 
 It is a polarization of the attention and the 
 repetition of the acts to which it corresponds. 
 When a stimulus corresponds in this way to 
 the reflex personality, it serves, not to meas- 
 ure, but to maintain an active reaction. There- 
 fore it is a stimulus of inner formation. In 
 
fact, it is upon such activity, aroused and. 
 maintained, that the associative organism be- 
 gins its» inner elaborations in relation to the 
 stimuli. 
 
 It is not as a scale for weighing personality 
 that this science comes into the old sphere 
 of pedagogy as it w^as in the case of the ex- 
 perimental psychology introduced in the 
 school up to the present time. It is a science 
 intended for the purpose of "transforming" 
 personality, thus taking the place of a true 
 and real pedagogy. While old pedagogy in 
 all its different interpretations had for its 
 point of view and starting-base the conception 
 of a "receptive personality,'' which was sup- 
 posed to receive tuition and allow itself to be 
 passively transformed, this scientific direction 
 presupposes an active personality, reflective 
 and associative, whose activity manifests itself 
 thru a series of reactions derived from syste- 
 matic stimuli chosen by experiments. This 
 new "pedagogy" belongs therefore to the 
 series of modern sciences not of old specula- 
 tions. But the method that embodies it, that 
 is to say the attempt, observation, retrying, 
 taking notice of new phenomena, the reproduc- 
 tion of said phenomena and utilizing them, 
 places this new pedagogy among the experi- 
 mental sciences. 
 
Nothing is more interesting than these ex- 
 periments. By them we can estabHsh, with 
 the greatest precision, all necessary exterior 
 stimuli, definite in their qualities and quantity. 
 Small frames, for instance, of different forms, 
 arouse only a temporary and transient at- 
 tention in a child three years of age; but, 
 /| : gradually enlarging the size of the frames, 
 you will reach that limit at which the atten- 
 tion is steadily held, the activity stimulated 
 by them will be permanent, and the exercise 
 set up in it becomes a factor of development. 
 The experiment is repeated on several chil- 
 dren and we come to the point where we can 
 establish the right size of a series of objects; 
 in the same way you can proceed to determine 
 the color and all other qualities of your ma- 
 te^rial. In order that a quality be "felt" so 
 intensely as to hold the attention, a sufficient 
 size and intensity are required in the stimulus. 
 These can be determined by the degree of 
 psychic reaction in the child in the same way 
 that /you establish which is the smallest size 
 of colored surface which can attract the at- 
 tention of the child upon the colored tablets, 
 and so forth. The quality, then, is determined 
 by the psychic experiment and the activity 
 that it provokes in the child, who remains ab- 
 sorbed for a considerable length of time work- 
 
ing on the same subject. It is while in this 
 state that the phenomenon of interior develop- 
 ment and auto-formation takes place. 
 
 Of the qualities of the objects one must be 
 picked out which stimulates principally the 
 highest activities of the intelligence ; this is 
 the quality that enables the child to verify 
 mistakes. In order to create a process of auto- 
 education, it is not sufficient that the stimulus 
 arouses an activity, it must at the same time 
 direct it; the child must not only be occu- 
 pied for a long time on an exercise, but it 
 must continue on it without making mistakes. 
 
 All the physical or intrinsic qualities of the 
 objects must be determined aside from the 
 immediate reaction of attention provoked in 
 the child, also this fundamental characteristic 
 of permitting the control of error, that is, to 
 summon the active collaboration of high ac- 
 tivities, such as comparison and judgment. 
 For example, one of the first objects which 
 attracts the attention of the three-year-old 
 child, the solid insets (a series of little cyl- 
 inders of various dimensions which are taken 
 out and replaced), contains the most mechani- 
 cal control, because in making one mistake in 
 the replacing of the cylinders, one of them is 
 left without a place. Hence a mistake is an 
 obstacle which can be surmounted only by 
 
correction, otherwise the exercise can proceed 
 no farther. Furthermore, the correction is 
 so easy that the child accompHshes it by him- 
 self. The little problem which has unexpect- 
 edly sprung up before the child like a jack-in- 
 the-box has interested him. 
 
 It may be noted, however, that the problem 
 which has arisen is not of itself a stimulus to 
 the interest — does not urge the child on to 
 the repetition of the act, or to progress. That 
 which interests the child is not only the sense 
 ' of handling the objects, but the conscious ac- 
 quisition of a new power of discrimination, 
 that of recognizing the difference of dimen- 
 sions among the cylinders, the difference 
 which at first he did not perceive. The prob- 
 lem arises only in relation to the mistake — 
 it does not accompany the normal process of 
 development. An interest simply stimulated 
 by curiosity in the problem would not be that 
 formative interest which draws its sources 
 from the needs of life itself and which, there- 
 fore, directs the construction of the inner per- 
 sonality. If it were only the problem which 
 led the soul along, it might lose its own spon- 
 taneous order as every other external cause 
 which strives to lead life astray on false paths. 
 On the other handy the experimental cri- 
 terion for determining the number of objects 
 
is quite different. When the instruments have 
 been constructed with great precision, they 
 provoke an auto-exercise so orderly and re- 
 sponding to the facts of inner development in 
 such a way that at a certain point a new 
 psychic picture is revealed, a sort of upper 
 plane in the complete development. 
 
 Then the child spontaneously abandons the 
 objects, but not with signs of fatigue, altho 
 he is carried along by new energy and his 
 mind is capable of abstraction. At this stage 
 of development the child turns his attention 
 to the external world and observes it in an 
 orderly manner, according to the order which 
 has been formed in his mind along with the 
 preceding development, and he unconsciously 
 begins to make a series of measured and logi- 
 cal comparisons which represents a real spon- 
 taneous acquisition of knowledge. This is the 
 stage henceforth known as the Period of Dis- 
 covery, discovering which evokes in the child 
 enthusiasm and joy. 
 
 This higher stage of development is most 
 fruitful because of its later growth. It is 
 necessary that the child's attention should not 
 be detained on these objects when the deli- 
 cate phenomenon of abstraction begins. For 
 example : The teacher who should at such a 
 moment call the child to renew his activity 
 
with the object would in so doing retard his 
 spontaneous development, would put an ob- 
 stacle in his path. When that enthusiasm 
 which leads the child to uplift himself and to 
 experience so many intellectual', emotions is 
 spent, then one road to progress is closed. 
 The same mistake may be made thru an over- 
 abundance of material since it may distract 
 the attention, may cause the use of the ma- 
 terial to become mechanical, and may cause 
 the child to pass by his psychological moment 
 without seizing it or even being aware of it. 
 These extra objects (materials) are useless 
 and amid them the soul may lose itself. What 
 must be accurately determined is how much 
 material is necessary and sufficient to respond 
 to the needs of the inner life in its develop- 
 ment. The observation of the child's expres- 
 sion and of the manifestations of his activities 
 as a whole are the guiding factors in determin- 
 ing the quantity. ., 
 
 Perhaps I insist too much on this point in 
 order to reply to the many important objec- 
 tions and suggestions which have been made 
 to me, because there are those who think that 
 the form alone of the problem is able to arouse 
 the interest. 
 
 In the second series of objects used to edu- 
 cate the eye to dimensions, the control of the 
 
 I 
 
error is not mechanical but psychological. 
 The child himself, since his eye is already^ 
 taught to recognize differences of dimension, 
 will see the error if only the objects are of 
 fixed dimensions and highly colored. For this 
 reason the succeeding objects contain a con- 
 trol of error in their very size and vivid color- 
 ings. A control of error of quite a different 
 kind and of a much higher order is found in 
 the material used for the multiplication table 
 where the control consists in comparing the 
 work itself with the answer, a comparison 
 which necessitates a marked effort of the 
 child's intellect and will and which henceforth 
 places him amid true conditions of a conscious 
 auto-education. The seeming distraction is ^ 
 
 revealed in its real essence by the happy ex- / 
 
 pression of the children's serious faces ani- .' 
 
 mated by the keenest joy. The child, to all 
 appearances, does nothing, but only for a min- 
 ute ; shortly he will speak and will tell us what -^ 
 is taking place within him and then an out- 
 burst of activity will carry him on a round of 
 continuous explorations and discoveries. He 
 is saved. 
 
 On the other hand, here are other children 
 who experienced the same primitive phe- 
 nomena, but they were surrounded with too 
 many objects. At the moment of maturity 
 
 1^ 
 
they felt themselves seized, forced, actually 
 ''bound with cords" to earth. A diminution 
 of the intensity of the attention given to new 
 objects, instability, and hence weariness are 
 made manifest by the cessation of inner ac- 
 ' tivity. The child gives way to lower tenden- 
 cies, foolish laughter, and disorderly acts. He 
 asks for more objects and still more objects, 
 because he has remained imprisoned in the 
 "vicious whirl of vanities" and he no longer 
 feels the need of gaining relief from his ennui. 
 Such is also the fate of an adult who, in 
 life's chaos has committed a like error — he 
 becomes undisciplined, weak, and "is in dan- 
 ger of losing himself." If someone does not 
 help him and, tearing away all unnecessary 
 objects, point out to him "his heaven," it will 
 be difficult for him to have the energy to at- 
 tain it by himself. 
 
 These two extreme types give an idea of 
 the criteria by which one determines in an 
 experiment the "quantity" of the objects used 
 for development. The "too much" weakens 
 and retards progress. This has been proven 
 again and again by all my collaborators. If, 
 on the other hand, the material is insufficient 
 and the natural auto-exercises are unable to 
 lead up to that state of maturity which raises 
 one, there is no outburst of that spontaneous 
 
phenomenon of abstraction which is the 
 second step in that auto-education which goes 
 forward in infinite progression. 
 
 This same fundamental phenomenon of in- 
 tense and prolonged attention leading to a 
 repetition' of acts guides one in finding the 
 stimuli which are suitable to the child's age. 
 A stimulus which causes a child of three to 
 repeat an act forty times in succession may 
 cause another child of six to repeat the same 
 act only ten times; the object which quickens 
 the interest of the three-year-old cannot 
 quicken the interest of the six-year-old child. 
 However, the child of six is capable of far 
 greater attention than the three-year-old, 
 when the stimulus is in direct relation to 
 his activity. If the child of three has a maxi- 
 mum power of repetition, say of forty times 
 in succession, the six-year-old is able to re- 
 peat an act in which he is interested two hun- 
 dred times. If in the case of a three-year-old 
 child the maximum period of continuous work 
 on the same object is half an hour, for the six- 
 year-old it may be more than two hours. 
 
 Thus tests give positive psychic character- 
 istics which can almost be measured according 
 to age. Analogously, since there are for the 
 various ages materials for progressive de- 
 velopment upon which the various personali- 
 
ties can react differently, it is possible to de- 
 termine with scientific precision the level of 
 the average psychical development according 
 to age, a precision which I consider the fa- 
 mous Binet and Simon tests are far from at- 
 taining. A relationship is established between 
 the inner needs and the stimuli. 
 
 This is a suggestion, however incomplete 
 and insufficient, of the ''possibility'' of experi- 
 mentally determining the means for psychic 
 development. They can really be established 
 and with such precision as to bring into ex- 
 istence a real relationship between the inner 
 needs and the stimuli, just as there exists a 
 relationship of form between the insect and 
 the flower. That is to say, there remains iK. 
 the organization of the external means for ] 
 inner development "a material imprint,'' and ' 
 this is that of which the soul has need in its 
 path, in its course, in its flights. The material 
 part does not contain the imprint of the whole 
 soul, as the imprint of the foot does not give 
 the imprint of the whole body, as the aviation 
 field is not the place for the extensive course 
 of an aeroplane, but is only a piece of terra 
 firma necessary for the flight, and is also the 
 resting-place, the refuge, the shed to which 
 the aeroplane must always return. Thus, in 
 the psychic formation, there is a material part 
 
necessary in order that the spirit may lift 
 itself, and there the spirit must seek support, 
 rest, and refuge. Without this, it cannot grow 
 and rise "freely." 
 
 In order that this material may be a real 
 support, it must reproduce and contain within 
 itself those forms which correspond to the 
 needs of material help. Thus, for example, 
 in the first part of the psychic life, the ma- 
 terial corresponds to the primitive exercising 
 of the senses and is determined in quality and 
 quantity by the sensorial needs supplied by 
 nature, corresponding to the exercise of the 
 activity sufficient in order to mature a 
 superior psychic state of observation and 
 abstraction. Vice versa, nothing in the 
 material corresponds to the successive course 
 thru the world which the infantile spirit com- 
 pletes with such rapture, making great acqui- 
 sitions of knowledge. Then we see the spirit 
 crying out for exercises of a higher order and 
 behold the same primitive phenomenon of 
 the attention, which henceforth is exercised 
 on the alphabet and on the material for arith- 
 metic, repeating in a more complex form the 
 methodical exercises of the intellect, by cor- 
 relating the auditory impressions with the 
 visual and motor impressions in the written 
 and spoken word, and in the positive study of 
 
>• 
 
 quantity, proportions, and number. Then the 
 same accompanying phenomena are mani- 
 fested which are the concomitants of patience, 
 of constancy, and, at the same time, of vivac- 
 ity and joy, and characteristic of the spirit 
 when the inner energy has found its outlet. 
 The field in which it can exercise itself com- 
 fortably and quietly enlarges and the spirit 
 which becomes organized in such a way under 
 the guidance of an order which responds to 
 its natural order, becomes strong, grows 
 flourishingly, and manifests itself in equilib- 
 rium, serenity, and calm, which then gives 
 that wonderful discipline characteristic of the 
 conduct of our children. 
 
 The practical consequences of such a sys- 
 tem of education are : the easy and spontan- 
 eous solution of pedagogical problems con- 
 sidered impossible to solve; the realization 
 of ideals thought to be Utopian. 
 
 ^' From such a system there comes forth a 
 school where the children work for them- 
 selves — that is, they are free. In this freedom 
 they work much more than heretofore has 
 been customary in school, not alone without 
 fatigue, but with renewed nervous forces, and 
 they attain culture more rapidly and more 
 efficaciously — that is, they surpass the ordi- 
 
nary level. In fact, children can learn to read 
 and write at four and one-half years of age 
 generally, and in the elementary schools they 
 save from one to two years. This educational 
 problem, which today science propounds, is 
 solved, tho it was considered among the in- 
 soluble questions such as the fourth dimen- 
 sion, perpetual motion, and the squaring of a y 
 circle. The problem is to lessen effort and v^ 
 at the same time increase output. In fact, the 
 overworking of pupils has forced hygiene to 
 insist on less work, whereas social progress 
 requires that the schools produce men even 
 more cultured. 
 
 Furthermore, children brought up under 
 our method acquire a salient personality, a 
 peculiar formation of character, and they are 
 capable of perfect discipline, a thing which 
 solves the problem of liberty. For liberty, as 
 it has been tried up to now, brought about 
 either disorder and lack of discipline or a less- 
 ening of scholarship. In truth the solution of 
 the question of freedom depends entirely on 
 finding the means which will serve as an aid 
 to spontaneous psychic development, to char- -- 
 acter and to intellectual culture. In this man- 
 ner auto-education is also attained, a thing 
 which is impossible unless we determine with 
 
precision the means necessary for the child to 
 educate himself — that is, to develop his own 
 activities. 
 
 Finally, in such a way is a true positive 
 science of education initiated, which up to the 
 present has not been given by pedagogical 
 anthropology nor by German experimental 
 psychology with its applications to the school 
 in the branch called ^'scientific pedagogy." 
 Such sciences have studied the personality of 
 the pupil but have not changed it, they have 
 pointed out and analyzed the errors of the 
 school, but they have not reconstructed. Be- 
 sides, if from these sciences there had really 
 arisen a scientific pedagogy capable of trans- 
 forming man, as the other positive sciences 
 have transformed the environment, it would 
 not have left educators and the public so in- 
 different; it would have aroused a popular in- 
 terest since children and the schools are of 
 common interest to all mankind. 
 
 The scientific pedagogy, as understood thus 
 far, does not indeed present anything but the 
 ideal for establishing pedagogy on the lines 
 of positive and experimental science in accord- 
 ance with the progress of the time and not 
 the realization of such an ideal. In fact, the 
 scientific laboratory of experimental pedagogy 
 cannot be other than the school itself, where 
 
the children live and are transformed. I be- 
 lieve that my system of education is founding 
 this laboratory where the first germs of a 
 science of man are visible because of the pre- 
 cision of systematic means, and also because 
 of the effect upon human development. 
 
....^, 
 
 GENERAI T TBRARY 
 
 ITY r 
 
ivenewea dooks are suDjeci lo inuneaiaie recau. 
 
 REC'D LD Nbvie'69-4PM 
 
 FrB251970 
 
 tT\ar a^' 
 
 X.X^ v> 
 
 iDueendo^SPRir.;- 
 ^..bject to reca 
 
 ^t'H.' ' ■^ 
 
 f> 71 9 & 
 
 REC'D LD APR 
 
 2371 -UAM 
 
 LD21A-60m-6,'69 
 (J9096sl0)476-A-32 
 
 General Library 
 
 University of California 
 
 Berkeley 
 
 LD 21A-60w-7.'66 
 (G4427sl0)476B 
 
 General Library . 
 University of California 
 Berkeley