A New Era of Education
The first Casa dei Bambini or Children’s House (Montessori School) was located in the worst slum district of Rome, and the conditions Montessori faced were appalling. Her first class consisted of sixty children from two through five years of age, taught by one untrained caregiver. The children remained at the centre from dawn to dusk, while their parents worked. The children were typical of extreme inner-city poverty conditions.
The children entered the Children’s House on the first day crying and pushing, exhibiting generally aggressive and impatient behaviour. Montessori, not knowing whether her experiment would work under such conditions, began by teaching older children how to help with the everyday tasks that needed to be done. Also, she introduced the manipulative, perceptual puzzles that she had used with the mentally challenged children.
Children, who had wandered aimlessly, began to settle down to long periods of constructive activity. They were fascinated with the puzzles and perpetual training devices. To Montessori’s amazement, the young children took the greatest delight in learning practical everyday living skills, which reinforced their independence. Each day, they begged her to show them more, even applauding with delight when Montessori taught them the correct use of a handkerchief. Their behaviour as a group changed dramatically, from street urchins running wild to models of grace and courtesy. It was little wonder that the press found such a human interest story appealing and promptly broadcasted it to the world.
Montessori’s children exploded into academics. Too young to go to public school, they begged to be taught to read and write. They learned to do so quickly and enthusiastically, using special manipulative materials Dr. Montessori designed for maximum appeal and effectiveness.
The children were fascinated by numbers, to meet this interest, the mathematically Montessori developed a series of concrete mathematical learning materials that have never been surpassed. Their interests blossomed in another area as well, compelling the overworked physician to spend night after night designing new materials to keep pace with the children in geometry, geography, history and natural science.
One discovery followed another, giving Montessori an increasingly clear view of the inner mind of the child. She found that little children were capable of long periods of quiet concentration, even though they rarely showed signs of it in everyday settings. Although they could be careless and sloppy, the responded positively to an atmosphere of calm and order. Montessori noticed that the logical extension of the young child’s love for consistent and often- repeated routine is an environment in which everything has a place.
Maria Montessori’s first children’s house received overnight attention, and thousands of visitors came away amazed and enthusiastic. Worldwide interest surged, as she duplicated her first school in other settings, with the same results. Montessori captured the interest and imagination of national leaders and scientists, mothers and teachers, labour leaders and factory owners. As an internationally respected scientist, Montessori had rare credibility in a field, where many others had promoted opinions, philosophies, and models that have not been readily duplicated. The Montessori Methods offered a systematic approach that translated very well into new settings.