It seemed only natural to start this blog with introduction to The History of the Method. I hope reading this brief summary about the events leading up to Maria Montessori conceiving such progressive theories and practices will help and inspire you to better understand the environment and role of a child in a Montessori classroom.
"It is the child who makes the man, and no man exists who was not made by a child he once was." - Maria Montessori
Maria Montessori, who lived from 1870-1952, was a true pioneer, brilliant scientist, practicing physician, professor of anthropology and original educator who exhibited a courageous spirit during a turbulent life of world wars and revolutions.
In 1896 she became the first Italian woman to become a Doctor of Medicine. She practiced medicine for ten years and worked at psychiatric clinic at the University of Rome with mentally challenged children. Montessori became convinced that these children were not useless. Their minds had never been stimulated. Dr. Montessori helped the children learn and develop, basing her methods on the principles of two prominent French physicians: Jean Itard and Edouard Seguin. Their research showed the findings about stimulation of the mind systematically through senses and importance of muscular exercises to bring a change in behavior. After a couple years of working with these children and using her improvised methods a number of them progressed so quickly that Montessori signed them up for ordinary school examinations, which they passed without difficulty. Soon her clinical observations led her to analyze how children learn, and she concluded that they build themselves from what they find in their environment. Seeing incredible progress in working with “mentally deficient” children and their ability to pass ordinary school examinations she wondered about education for ordinary children.
In 1907 she gave up both her university chair and her medical practice and began to work with a group of 58 young children of working class parents in the San Lorenzo district of Rome. Although they were “normal” children, they entered her program “wild and unruly”, and were considered developmentally “deprived”. Maria placed them in a small room and the first Casa dei Bambini, or “Children’s House” was founded.
 |
| the Casa dei Bambini opening day |
Montessori began to use some of the same methods and materials she had used in working with “mentally deficient” children. Montessori realized that children related with and reacted to their environment. She began to put out materials and continued to observe the children. Many of these materials developed daily living skills that the children lacked. She also enhanced the child’s senses with other materials. Based upon her observations, she noticed that these children almost effortlessly absorbed knowledge from their surroundings. She also noticed a tireless interest in manipulating materials. The children displayed self-discipline, preferred learning materials to toys, and worked with a profound concentration and joy. They had a love for order, respected their environment, and enjoyed working in silence beside their friends. Within six months, her results were phenomenal. She began attracting countrywide attention. Montessori’s method started to develop and grew purely based on what the children showed her about themselves. She said: “Our first teacher, therefore, will be the child himself, or rather the vital urge with the cosmic laws that lead him unconsciously.”
It was not until much later, after two decades of working with young children and sensitively observing them, that Montessori began to tie her observations together in the form of theories that we now refer to as Montessori method. Maria Montessori was nominated three times for Nobel Peace Prize and all her work was dedicated to so called "cosmic education" ("if help and salvation are to come, they can only come from the children, for the children are the makers of men")
“Education is a natural process carried out by the human individual, and is acquired not by listening to words, but by experiences in the environment.”
 |
| Environment then (1907) |
 |
| Environment now at ECM Montessori, notice the same materials as in 1907! |
“The first essential for the child’s development is concentration. The child who concentrates is most immensely happy."
“The hands are the instruments of man’s intelligence.”
"Character formation cannot be taught. It comes from experience and not from explanation."
It is our goal to provide the best environment possible for character formation and intellectual growth for wonderful children at East Calhoun Montessori. I look forward to further discussing the philosophy of our environment and work materials to help parents, friends, other family members and supporters of our community to better understand and relate to it. Please feel free to post your comments, questions and suggestions:).
Sincerely,
Natalya
