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The child, instead of being a burden, shows himself to us as the
greatest and most consoling of nature's wonders! We find
ourselves confronted by a being no longer thought of as
helpless...but one whose dignity increases in the
measure to which we see in him the builder of our own
minds; [he is] the greatest marvel of the Universe, the
human being.
Maria Montessori,
The Absorbent Mind
Maria Montessori made a great contribution to the world
in drawing attention to the importance of children as
humanity's future. She emphasized the need to understand
our way of relating to children and the environments
that we provide for them. As a teacher, she articulated
the importance of spiritual values for children and of
looking at the child as a miracle of creation.
Maria Montessori was born on August 31, 1870, in the
province of Ancona in Italy. Her father was employed by
the government, and he came from a noble family. Her
mother, Renilde Stoppani, was unusually well-educated
for a woman of the times. She was described as a lady of
piety and charm, and Maria and her mother had profound
love and understanding between them.
When Maria was five years old, her parents moved to Rome
to be able to provide her with a better education. Maria
was very interested in mathematics and science, which
were not considered usual interests for a girl. The
local girls' school did not even offer courses for her
to pursue her expanding interest in math and science;
consequently, she attended classes at a technical school
for boys. At this time she voiced the desire to pursue a
career as an engineer, but this was especially
unheard-of work for women. Her parents encouraged her to
become a teacher because it was generally the only
career open to women at that time. But Maria refused to
even consider that option. Her interests grew, and she
developed an overriding interest in biology, deciding to
study medicine. This decision distressed her parents
greatly–women simply did not attend medical school.
But Maria was determined to fulfill her goal, and her
determination moved her mother, who eventually became
her biggest source of support. At first–not
surprisingly–she was refused admittance to the medical
school, but after much struggle and with an appeal to
the Pope himself, she was admitted as the first woman
medical student in Italy. She won scholarships
throughout her years of study and also augmented her
income by giving private tutoring. She largely paid her
own way through the university.
Maria confronted many difficulties during her student
days, primarily from male students who resented her
presence in a school that had always been all-male. She
was not allowed to dissect dead bodies in the presence
of male students as it was considered improper and,
thus, had to do her dissecting work in the evenings,
alone. She also had to deal with the overt opposition of
her own father to her decision to study medicine. She
became discouraged under the oppression of this
compounded opposition and at one point reached the
decision to drop out of medical school and seek a less
controversial career.
But Maria experienced an unusual occurrence that
strengthened her resolve. One day, as she left the
school, determined to quit, she came upon a poor woman
begging in the streets, accompanied by her two-year-old
child who was playing with some colored paper on the
ground. Something came over Maria as she looked into the
face of this poor child. The child seemed totally
unaware of the harsh realities of the life of poverty
that surrounded her; she seemed transfixed into an inner
state of peace and wonder. This look of inner peace and
happiness, independent of external circumstances,
touched and inspired Maria on such a deep level that she
turned around and went straight back to the dissecting
room. From that moment on she was determined to
persevere and continue on with her chosen work. She
never again doubted that she had a vocation. Her life
was to demonstrate the principle she was to preach in
later years: "The preparations of life are indirect."
Her father's feelings of opposition to her choice of
career changed after he heard her deliver a lecture at
the university. She did such a brilliant job in
delivering her topic that her father was extremely proud
of her.
In 1896 Maria became the first woman in Italy to take
the degree of Doctor of Medicine. In that same year she
also was chosen to represent the women of Italy at a
feminist congress held in Berlin at which she gave a
speech supporting the cause of working women. A few
years later she attended a similar congress in London
where she attacked the practice of exploiting child
labor.
In terms of her professional career, after graduation
Dr. Montessori was appointed assistant doctor at the
Psychiatric Clinic in the University of Rome. During
this period she became interested in mentally retarded
children. She came to see that mental deficiency was a
pedagogical problem rather than a medical one. Through
her interest in disabled children, she came in contact
with the work and ideas of innovative educators, such as
Jean Itard and Eduard Sequin, who devoted their lives to
the education of the handicapped. In 1899, at a
pedagogical congress, she delivered an address on "Moral
Education" in which she advocated that retarded children
needed and were entitled to the benefits of education as
much as normal children. Because of this lecture, she
was asked to give a series of lectures in Rome on the
education of the feeble-minded. She compiled a great
deal of information on this subject and, when a state
orthophrenic school was opened, Dr. Montessori was named
the director, a position she held for two years, from
1899 to 1901. She also participated in the actual
teaching of these retarded children herself; and through
her work with these children, she became interested in
the teaching of normal children.
After a time, Maria resigned from the orthophrenic
school and began to feel the need for further study and
meditation. She registered as a student again to study
philosophy and psychology. It was an important time of
retreat for her, of re-evaluation, and of expanding her
knowledge. She returned to her studies with children
with new perspectives and insights.
During these years, in addition to her work with
retarded children and her general study, she also
studied nervous diseases of children and published the
results. From 1896 to 1906, she occupied the Chair of
Hygiene at the Magistero Femmile in Rome and was one of
the examiners in the Faculty of Pedagogy. In 1904, Dr.
Montessori was made a Professor at the University of
Rome where for four years she occupied the chair of
Anthropology. Her major publication was a large volume
entitled
Pedagogical Anthropology.
In addition to her work as a lecturer at the University
of Rome and the Women's Training College, she also
practiced in the clinics and hospitals of Rome and had a
private practice. She was concerned about all aspects of
her work and further developed her thinking on the
philosophy and methods of education.
She also continued to be very interested in the
education of normal children, but this field was closed
to anyone not part of the state school system. Her
chance to work with educating normal children came when
she was asked in 1906 to direct a facility that would
care for the young children not yet in a state school
who lived in a poor area of San Lorenzo. In her work
with these children, she used the materials she had
developed in her work with retarded children. She found
that these materials captured the children's attention
in a very profound manner; thus, she developed more and
varied materials, and the overall classroom environment
developed further as the focus of her method.
The specific discoveries that she made concerning the
nature and education of children are varied. She found
that children have an amazing ability for concentration,
they learn by and love repetition, they love order, and
they learn best when given "free choice of activity." To
the amazement of many, she discovered that children
preferred work to play, that they had no need for
rewards and punishments, and that they actually loved
silence. In providing these children with an orderly but
free environment, she discovered that they had a
spontaneous self-discipline coming from within.
By giving these children a nurturing, free, ordered, and
supportive environment, they became eager for learning
of all kinds. They learned reading, writing, math, and
general life and science principles. The role of the
teacher is very different in a Montessori School from
traditional schools. The teachers do not tell the
children about reality but rather provide the materials
for them to learn through their senses.
From her discovery that children love order, she
incorporated in her educational method teaching children
to clean up after themselves and to always return things
to their proper place. She also observed that children
love work and to engage in truly constructive
activities.
Maria also saw that young children had the ability to
engage in what she calls "spontaneous concentration."
This concentration needs to be respected and not
interrupted with activities directed by adults. In her
schools she thus advocated that children be allowed to
freely work within the environment and that their love
of silence and working alone be respected. She also saw
that children had the ability to make real choices and
to respond with more than curiosity. She advocated that
children should be encouraged to be as independent as
possible. She saw that in her schools the children
helped each other and were not competitive or jealous.
Dr. Montessori also became aware that young children are
truly fascinated with external reality. She felt that
fairy tales and other fantasy activities were not
necessary for stimulating young children. Reality is
itself magical and mystical for them and the external
reality imposes the discipline and limits on the
intellect that are necessary for healthy development.
She also saw that children who had been "normalized"
through relating to the prepared environment were not
possessive in their activities. They reached the stage
where the knowledge of the object is more important than
the object itself. Dr. Montessori once said that members
of religious orders and these normalized children seemed
to have the same nonpossessive attitude toward property.
The idea, "to use and not to possess," guided them. In
the prepared environment, normalized children were very
obedient, which springs from "spontaneous
self-discipline." This self-discipline takes place
naturally within an environment of liberty and respect
for the child. Children participating in these prepared
environments emulate a sense of joy and happiness.
Maria Montessori's work had such scope and depth because
it encompassed all aspects of a child's life. She also
discovered certain concepts that are a foundation for
her method. One such concept is that of the child being
in stages of metamorphosis. The child's stages of
development are distinct one from another. She compared
these stages to the metamorphosis of a butterfly. She
felt that the child's mind actually functioned
differently depending on the stage of development. She
also felt that each individual child goes into differing
stages at their own different times. In her schools she
had materials for these different stages, and children
were free to use them whenever the time was right.
She also did work with articulating the importance and
character of certain "sensitive periods" that children
go through. During these periods they seem to have an
ability to simply absorb from the environment whatever
is needed. She pointed out sensitive periods for
language, order, small objects, refinement of the
senses, good manners, and more.
Throughout her time of working with these poor children,
she continuously observed children with the love and
wonder of a mother but also with the objective eye of a
scientist. The work that was done in the name of these
children was truly amazing. Word began to spread about
the accomplishments of Maria Montessori and these
children. People from many countries and positions in
life became interested in her approach to educating the
young.
Maria began to realize that education was indeed her
mission in life. She resigned from her university
position and from her practice as a physician and
completely dedicated her time and energy to working with
children and developing their education.
Her fame spread, and she was asked to come to speak in
various countries. She came to the United States and
gave a speech at Carnegie Hall to more than 5,000
people, while many more who wanted to be there were
turned away. The welcome from the Americans was
enthusiastic. While in the United States she stayed as a
guest with Thomas Edison, the famous inventor, who had a
great admiration for her work. An American Montessori
Society existed under the presidency of Alexander Graham
Bell, the inventor of the telephone. The honorary
secretary of this society was Miss Margaret Wilson,
daughter of the President of the United States. Dr.
Montessori gave courses for teachers in California, and
she had a Montessori class operating as an exhibition at
the San Francisco World Exhibition where it received two
gold medals. The prospect of a large Montessori World
Headquarters established in America was offered to her,
but she felt her ties with Europe too strongly.
She made many trips to all parts of the world to give
lectures and set up training courses for teachers. But,
she felt her main work was with children directly–to
work with them in discovering what was the best method
of education. She always had a penetrating insight into
the soul of the child. With her scientific outlook,
combined with her maternal tenderness and sympathy, she
was able to establish a truly respectful and always
expanding method of educating children.
In 1943, she was in India giving training courses when
World War II broke out. Because she was Italian, she was
regarded officially as an enemy alien; however, an
exception was made in her case, and she was allowed to
continue with her work. During her stay in India, she
spent time with Mahatma Gandhi, Mr. Nehru, and Tagore.
In 1946, when the War was over, she returned to Europe
and directed an international training course in London.
She was asked to return to Italy in 1947 to reestablish
the Opera Montessori which had been discontinued during
the Fascist regime. Then in 1948, at the age of 78, she
returned to India to give more training courses.
Maria Montessori died at the age of 81, on May 6, in
Holland. Her contribution to humanity has long outlived
the immense work she did in her lifetime. The spirit of
her work continues today by many educators in many
countries around the world
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