Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 91-95). New York: Ballantine Books. (Original work published 1966)

Thoughts after reading PART 1: 14. The Substitution of the Personality

“The ability to move about under the guidance of reason and not simply in response to the sensible stimuli leads to concentration, and this fixation of the mind and activity upon a single object is a phenomenon of inner origin.” (p. 95, para. 2)

Children want to do what the adult is doing. They copy and imitate, even if they do not understand what they are imitating. Maria suggests that adults can impose their will on the child, acting through the child to accomplish tasks in the way the adult would want them accomplished. The better approach is to allow the child to develop their own will through inspiring them, instead of directing them.

If you have ever witnessed a Montessori teacher give a lesson, you will notice that she is very calm in her presentation and performs each motion in a purposeful manner at a pace that a child can easily begin practicing. Every little detail is shown to the child, from the grasp of a spoon to transferring the very last piece of grain. The goal of the teacher is to inspire the child to seek his own mastery of the skill, concentration, and self-discipline.

Many would expect that children are normally rambunctious and energetic; Montessori philosophy offers a different perspective. In Montessori classrooms, normalization of children comes about as a response to the classroom environment. Observers are often surprised at how quiet and serious the children seem when they are concentrating in the classroom. The normalized child is acting with their own will and self-driven inner discipline.