A message from Ms. Williams

 Some years ago, I had the initial experience of observing a Montessori classroom at one of the world’s most outstanding facilities.  There I witnessed for the first time the unfolding potential of the child in what are clearly the most superior of optimal conditions.  

Children moved freely within an impeccably prepared environment.  Although the children appeared quite young, the depth and scope of the work was markedly advanced.  The expressions on each face displayed interest, concentration, and yet, peace. 

Many children conversed freely as they carried out their works with grace and capability.

I was to learn that these children were lower elementary Montessori students.  They were approximately six to nine years of age.

Years later, following some sleuthing, many more hours of observation in authentic Montessori institutions, and the completion of my own work for the A.M.I. primary diploma, I was offered a position as lead directoress, teaching just steps away from this first true Montessori experience.  

Now, we have an equally well established class of experienced Montessori children. Each year the peace, accomplishments, and high plane of purposeful work make this class one of the finest Montessori primary experiences available anywhere.

The children who go on to lower elementary programs from our Montessori primary posses comprehension and confidence which is unparalleled.

Why is this true?  Dr. Montessori wrote “All victories and all human progress are dependent on the strength which comes from within … thus a young student may become a great doctor is he is inspired by the spirit of the vocation; if he/she is influenced only by the hope of a legacy or of a good match, or any external advantage whatsoever, he will never become a true teacher and a great doctor, and the world will not move for ahead as the result of his work..”  Dr. Montessori used to say, “What a calamity it would be if poems were written solely from a desire to win laurels on the Campidoglio!” 

Thus we see in each of our children the joy and importance of the process.  Stephen, Carly, Hannah, Lilli et al are guided by the prospect of the pleasure and productive passage of time in their labors!  Thus, the less important end-product becomes all the more superior and accomplished because of the refinement allowed through repetition, ample duration of time, and independence, which are necessary to evoke the desire and true personality of the young child.

This is true in the explosion of handwriting and preparation for reading none, of which may be accomplished optimally without first allowing ample repetitive practical life experiences both in the home and at school.  

Through the enjoyment and practice allowed initially with these uniquely important initial exercises, our current students develop great concentration, positive self concept, co-ordination and grace, as well as strong skills of analysis, which may not be achieved in front of the monitor.

What is now most obvious to me as a Montessori specialist is the importance of allowing our children to initiate and perform useful acts.  We do not want to serve the child; we want to give them help.

Dr. Montessori’s dear friend Margot Waltuch, said: “Especially for parents of the privileged classes who wait on their children, or in former times had servants to wait on their children, (now the mother takes the place of the servant), they should be made clear of the danger of this servility, which puts obstacles in the way of the life which is unfolding.  It leads to helplessness and lack of strength.”