MARIA MONTESSORI, MD (1870-1952)
THE WOMAN AND HER METHOD
Just who was this woman who began an educational revolution that changed the way we think about children more than anyone before or since?
Born in 1870, Maria Montessori was the first woman in Italy to receive a medical degree. She worked in the fields of psychiatry, education, and anthropology. She believed that each child is born with a unique potential to be revealed, rather than as a “blank slate” waiting to be written upon.
Her main contributions to the work of those of us raising and educating children are in these areas:
- Preparing the most natural and life supporting environment for the child
- Observing the child living freely in this environment
- Continually adapting the environment in order that the child may fulfill their greatest potential — physically, mentally, emotionally, and spiritually
THE EARLY YEARS
Casa dei Bambini “House of Children”
Maria Montessori was always a little ahead of her time. At age thirteen, against the wishes of her father but with the support of her mother, she began to attend a boys’ technical school. After seven years of engineering, she began pre-med and in 1896, became a physician. In her work at the University of Rome’s psychiatric clinic, Dr. Montessori developed an interest in the treatment of special needs children and, for several years, she worked, wrote, and spoke on their behalf.
In 1907, she was given the opportunity to study “normal” children, taking charge of fifty poor children of the dirty, desolate, streets of the San Lorenzo slum on the outskirts of Rome. The news of the unprecedented success of her work in this Casa dei Bambini “House of Children” soon spread around the world. People would come from far and wide to see the children for themselves. Dr. Montessori was as astonished as anyone at the realized potential of these children:
Supposing I said there was a planet without schools or teachers, study was unknown, and yet the inhabitants – doing nothing but living and walking about – came to know all things, to carry in their minds the whole of learning: would you not think I was romancing? Well, just this, which seems so fanciful as to be nothing but the invention of a fertile imagination, is a reality. It is the child’s way of learning. This is the path he follows. He learns everything without knowing he is learning it, and in doing so passes little from the unconscious to the conscious, treading always in the paths of joy and love.
FROM EUROPE TO THE UNITED STATES
Invited to the USA by Alexander Graham Bell, Thomas Edison, and others, Dr. Montessori spoke at Carnegie Hall in 1915. She was invited to set up a classroom at the Panama-Pacific Exposition in San Francisco, where spectators watched twenty-one children, all new to this Montessori method, behind a glass wall for four months. The only two gold medals awarded for education went to this class, and the education of young children was altered forever.
INDIA and THE NOBEL PEACE PRIZE
During World War II, Dr. Montessori was forced into exile from Italy because of her antifascist views and lived and worked in India. It was here that she developed her work, Education for Peace, and developed many of the ideas taught in her training courses today. She was nominated twice for the Nobel Peace Prize.
THE ELEMENTARY MONTESSORI PROGRAM
In Rome, Dr. Montessori developed the Montessori program for the elementary years for the child from 6 to 12 years of age. She began, as elementary classes do today, with the required curriculum of Italy of her time. She adapted the traditional teacher-taught subjects in the arts and science so that the children could use materials to guide their open-ended research and to follow their individual interests, working to a much higher level than was previously (and is presently!) thought possible for children of this age. The elementary child, when allowed to work independently instead of being taught in groups led by a teacher, and in classes with a mixed age group of 6 to 12-year-old students inspiring and teaching each other, masters academic subjects usually not taught until middle or high school.
THE MONTESSORI ASSISTANTS TO INFANCY PROGRAM
“Nido”(Italian for “Nest”) / Toddler or Pre-Casa
In the 1940’s, inspired by the amazing potential of children realized in the early years, Dr. Montessori stated that age three was too late to begin to support the work and development of children. In 1947, the Montessori Assistants to Infancy program (“Nido”, Italian for “Nest”), was begun in Rome. This was a 3-year, full-time, program which is referred to today as Toddler or Pre-Casa.
Since her death, an interest in Dr. Montessori’s methods has continued to spread throughout the world. Her message to those who emulated her was always to turn one’s attention to the child, to “follow the child”. It is because of this basic tenet, and the observation guidelines left by her, that Dr. Montessori’s ideas will never become obsolete.
Many people, hearing of the high academic level reached by students in this system of education, miss the point and think that Montessori math manipulative (as an example) is all there is to the Montessori method. It is easy to acquire materials and to take short courses to learn to use them, but the real value of Montessori takes long and thorough training for the adult.
The potential of the child is not just mental but is revealed only when the complete “Montessori Method” is understood and followed. The child’s choice, practical work, care of others and the environment, and above all, the high levels of concentration reached when work is respected and not interrupted, reveal a human being that is superior not only academically, but emotionally and spiritually; a child who cares deeply about other people and the world, and who works to discover a unique and individual way to contribute. This is the essence of real “Montessori” work today.
NOTE: The name “MONTESSORI”
Due to a legal judgement years ago, the use of the word “Montessori” is not protected and can be used by anyone for any purpose, to describe schools, teacher training centers, and toys and materials. Thus, it falls on each person to research “real” Montessori for his or her child.
Copy obtained from http://www.michaelolaf.net/maria.html