She was an Italian physician and educator, the first woman to receive a medical degree in Italy. Born in 1870, she developed a psychologically rooted method of educating children. She devoted her life to this and was honored and respected throughout the world at the time of her death in 1952.

Why did she develop her special teaching method?

She developed her method because she was distressed with the usual rigid teaching techniques used in Europe, feeling that the young child has more potential by a sensorial approach (teaching the young child through his natural interest in exploring the world through his senses).

What is the "Absorbent Mind"?

Dr. Montessori was so impressed with the learning ability of the young child that she called the mind of the child "The Absorbent Mind". In the small child there exists an unconscious mental state which is of a creative nature. The child undergoes a transformation, impressions do not merely enter His mind, they form it. They incarnate themselves in him. The child creates his own "Mental Muscles" and is able to absorb on his own. This is called the absorbent mind.

How are the goals implemented?

A small child comes to the school bursting with curiosity and a need to understand specific things. Montessori answers this need by permitting the child to choose his own work once he is ready for it, from a specially prepared environment. He is allowed to work at his task until he has finished it. No other child may interrupt or disturb his efforts.

The Directress is there to see that the child has the material at the precise time it is needed. She demonstrates the proper ways to use the materials, and gives the child as little "help" as possible. Any unneeded help is felt to be destructive and not helpful.

But, does Montessori stifle creativity?

The contention is that a child needs to master the basic constants of knowledge, much the way a pianist must master technique. Once he has the tools to work with, he is liberated to the fullest and best expression of his creativity.

The child is surrounded with beauty and order in all things so that his natural love of beauty and order will be strengthened.

Some educators outside Montessori have felt that to offer the child direction in making sense out of his world is to limit his creativity and restrain his emotional freedom. The children who were educated in accordance with this feeling sometimes grew up the notion that "Right" and "Wrong" are determined by the whim of their peer group.

How do they adjust to public school after Montessori?

This frequently asked question is a valid concern. Admittedly it sometimes depends to an extent on the public school teacher. But it has been our experience that the Montessori method imparts such a joy of learning and a fascination with the discovery that when the child goes to public school, he will learn independently. A Montessori child will teach himself by reading and independent observation because he wants to know. It is reassuring to know that the child's ego has been so strengthened that he can confidently cope with personality clashes at public school without the tremendous emotional devastation some children experience. His self-confidence and natural courtesy help make him popular with his peers and a "positive group member".

Isn't the cost rather high?

It has been said that it is better to spend less on the end of a child's education and allow a larger amount to his earliest instruction. The importance of those very "early formative years" has been only too well established. A child with good work and study habits and a positive attitude toward learning will enjoy all his years of instruction. it should get to a point where there is no money for college, the motivated student will earn the money himself and will be more likely to win a scholarship. Such an education would certainly be more beneficial than a college education handed to a reluctant scholar because it 's "the thing to do".