The beginning of the new school year is a unique opportunity to directly confront the dynamics of creating a “Montessori” school. Such a school is not found inherently in its facilities, certification of teachers, proper equipment, or name identification. Rather, the fundamental essence of a “Montessori” school is intangible—a commitment to Montessori principles. Without such a commitment, the school is fundamentally inadequate and ineffective-form without substance.
A Created Construction
The construction of a “Montessori” school is the development of a commitment to Montessori principles, arising from a commitment created within a single individual- spontaneously, here, now, from nothing. Such a created construction is completely independent of external circumstances and conditions, such as money, other people and facilities. A commitment to Montessori principles, created within an individual, expresses itself outward from the individual in a natural process of confrontation with circumstances and conditions which deter its spontaneous development. Each deterring circumstance is not inherently a burdensome problem but rather an opportunity to realize the powerful outward effect of a created reality within.
Normalizing Process
Creating a Montessori school is essentially the same creative process with which a teacher is engaged during the normalization process in the classroom with children. This engagement is creative in that such process allows the child’s true nature to spontaneously reveal itself. The teacher’s commitment to Montessori principles establishes the necessary psychic environment around the child.
Likewise, an effective school environment, committed to Montessori principles, allows the various components of the school (teacher, staff, students, facilities, parents) to function together harmoniously. However, confrontation and engagement with the detrimental aspects of such functioning is essential and necessary to the development of the school.
Confrontation Inevitable
Confrontation in creating a “Montessori” school inevitably involves choosing between a commitment to the “form” of a school (facilities, students, equipment, name, institution) and a commitment to its substantial essence (the effective application of Montessori principles). Such confrontation normally involves resentment, fear and anger which can readily emerge in the resolution of pertinent issues such as loss of employment, losing/terminating a teacher, and license approval rejection.
IMS Support
Responsible communication and participation regarding Montessori principles is a vital support for successful confrontation with detrimental conditions in the functioning of the school. In this regard, IMS is committed to providing opportunities for such effective communication and participation. Notably, IMS expresses its support for the creation of effective Montessori schools through its intention to provide teacher training programs to communicate a commitment to Montessori principles.
A Single Individual
However, creating a “Montessori” school is not dependent on the availability of effectively trained Montessori teachers. A Montessori school can be created by any individual; teacher, staff, management or parent. The only essential quality of such individual is a commitment to Montessori principles. Such commitment within a single individual naturally expresses itself to other adults in contact with the school through participation with such individual.
Government and Society
Beyond the school itself, the commitment of an individual naturally creates the new education by confronting issues in government, law and society. IMS recognizes its role in such a creative effort through support for the establishment and effective operation of state-wide Montessori organizations and other similar support services. However, within the larger issues of government and society, creating a Montessori school is a foremost contribution to realization of the new education.
Legal Briefs
Educational Freedom: A Fundamental Right
Private Montessori schools, confronted by repressive governmental regulations, have a friend in the U.S. Constitution-the First Amendment. In recent court cases, notably since the Supreme Court decision in Griswold v. Connecticut, 381 U.S. 479 (1964), increasing concern is being expressed for the protection of the rights of parents and teachers in education, free from state interference and control. In Griswold, the Supreme Court clearly established educational freedom within the bounds of the First Amendment.
“..the right to educate one’s children as one chooses is made applicable to the states by the force of the First and Fourteenth Amendments…In other words, the state may not, consistent with the spirit of the First Amendment, contract the spectrum of available knowledge. The right of freedom of speech and press includes …freedom to teach…”
Griswold, p. 482
Since courts normally consider rights encompassed within the First Amendment as “fundamental,” state regulation and control of educational freedom is examined more closely than usual. States may even be required to show a compelling state interest to justify the abridgment of such fundamental rights.
Originally published in 1981 in Vol. 2, No. 6 issue of The Montessori Observer