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1907, Rome

1910, Paris

1900, London

1920, New York

Students preferred playing with toys over structured lessons.

Children learned complex concepts better by engaging all their senses.

Teachers needed more tools to manage large classrooms.

Standardized tests required specific preparation tools.

Mixed-age classrooms.

Strict grading and regular homework.

Uninterrupted blocks of study time.

Freedom for students to choose what to learn.

Always help a child to ensure their success.

Only help a child when they explicitly ask for assistance.

Never help a child with a task at which he feels he can succeed.

Provide minimal help to foster independence.