Maria Montessori

Dr. Maria Montessori

Dr. Maria Montessori (1870 – 1952)

Maria Montessori was born on the August 31, 1870 in Chiaravalle, Italy. Her father, Alessandro, was an accountant in the civil service and her mother, Renilde Stoppani, was well educated and had a passion for reading.

The Montessori family moved to Rome in 1875. The following year the young Maria enrolled in the local state school on the Via di San Nicolo da Tolentino. As her education progressed, she broke through barriers which had constrained women’s careers. From 1886 to 1890 she continued her studies at the Regio Instituto Tecnico Leonardo da Vinci, where she aimed to an engineer. This was unusual at the time as most women who pursued secondary education studied the classics rather than technology.

After graduation, Montessori’s parents encouraged teach, one of the few occupations open to women at the time.  Yet shewas determined to become a doctor. Her father opposed it as medical school was completely male dominated.  Maria was initially Maria denied entry. She was undeterred ending her interview with the professor by saying, “I know I shall become a doctor”.

Pope Leo XIII interceded on her behalf. In 1890, Maria Montessori enrolled at the University of Rome to study physics, mathematics, and natural sciences. She received her diploma two years later and became the first woman to enter medical school in Italy. Montessori mastered the subject matter and won a series of scholarships at medical school. With scholarships and earnings through private tuition, she was able to pay for most of her medical education.

Medical school was not easy. She faced prejudices from her male colleagues and had to work alone on dissections since these were not allowed in mixed gender classes. Through her dedication, she became the first female doctor in Italy on July 10, 1896.  This distinction became known across the country.

She started working at the San Giovanni Hospital, which was linked to the University. Later that year she was asked to represent Italy at the International Congress for Women’s Rights in Berlin.  In her speech to the Congress she developed a thesis for social reform arguing that women should be entitled to equal wages with men. A reporter covering the event asked her how her patients responded to a female doctor. She replied, “… they know intuitively when someone really cares about them.  It is only the upper classes that have a prejudice against women leading a useful existence.” [1]

In November 1896, Montessori became a surgical assistant at the Santo Spirito Hospital in Rome. Much of her work there was with the poor and their children. She was recognized for the way in which she tended to her patients by making sure they were warm and properly fed, in addition to diagnosing and treating their illnesses. In 1897, she volunteered to join a research program at the psychiatric clinic of the University of Rome.  Here she met Giusseppe Montesano.

As part of her work, she visited Rome’s asylums and treated patients at the clinic. She relates how on one such visit, the caretaker of a children’s asylum told her with disgust how the children grabbed crumbs off the floor after their meal. Montessori realised that in such a bare, unfurnished room the children were desperate for sensorial stimulation and activities for their hands, and that this deprivation was contributing to their condition.

She began to read all she could on the subject of mentally challenged children.  She studied the groundbreaking work of two early 19th century Frenchmen, Jean-Marc Itard, who had made his name working with the ‘wild boy of Aveyron’, and Edouard Séguin, his student. She was so keen to understand their work properly that she translated it herself from French into Italian. Itard had developed a technique of education through the senses, which Séguin later tried to adapt to mainstream education. Highly critical of the regimented schooling of the time, Séguin emphasised respect and understanding for each individual child. He created practical apparatus and equipment to help develop the child’s sensory perceptions and motor skills, which Montessori was later to use in new ways. During the 1897-98 University terms she sought to expand her knowledge of education by attending courses in pedagogy, studying the works of Rousseau, Pestalozzi, and Froebel.

In 1898, Montessori’s work with the asylum children received more prominence. The 28-year-old Montessori was asked to address the National Medical Congress in Turin, where she advocated the controversial theory that the lack of adequate provision for retarded and disturbed children was a cause of their delinquency. Expanding on this, she addressed the National Pedagogical Congress the following year, presenting a vision of social progress and political economy rooted in educational measures. This notion of social reform through education was an idea that was to develop and mature in Montessori’s thinking throughout her life.

Montessori’s involvement with the National League for the Education of Retarded Children led to her appointment as co-director, with Guisseppe Montesano, of a new institution called the Orthophrenic School. The school took children with a broad spectrum of disorders and proved to be a turning point in Montessori’s life, marking a shift in her professional identity from physician to educator. Until now her ideas about the development of children were only theories, but the small school, set up along the lines of a teaching hospital, allowed her to put these ideas into practice. Montessori spent 2 years working at the Orthophrenic School, experimenting with and refining the materials devised by Itard and Séguin and bringing a scientific, analytical attitude to the work; teaching and observing the children by day and writing up her notes by night.

The relationship with Guisseppe Montesano had developed into a love affair, and in 1898 Maria gave birth to a child, a boy named Mario, who was given into the care of a family who lived in the countryside near Rome. Maria visited Mario often, but it was not until he was older that he came to know that Maria was his mother. A strong bond was nevertheless created, and in later years he collaborated and travelled with his mother, continuing her work after her death.

In 1901 Montessori left the Orthophrenic School and immersed herself in her own studies of educational philosophy and anthropology. In 1904 she took up a post as a lecturer at the Pedagogic School of the University of Rome, which she held until 1908. In one lecture she told her students: “The subject of our study is humanity; our purpose is to become teachers. Now, what really makes a teacher is love for the human child; for it is love that transforms the social duty of the educator into the higher consciousness of a mission” [2].

During this period Rome was growing very rapidly, and in the fever of speculative development, some construction companies were going bankrupt, leaving unfinished building projects which quickly attracted squatters. One such development, which stood in the San Lorenzo district, was rescued by a group of wealthy bankers who undertook a basic restoration, dividing larger apartments into small units for impoverished working families. With parents out at work all day, the younger children wreaked havoc on the newly-completed buildings. This prompted the developers to approach Dr Montessori to provide ways of occupying the children during the day to prevent further damage to the premises.

Montessori grasped the opportunity of working with normal children and bringing some of the educational materials she had developed at the Orthophrenic School, she established her first Casa dei Bambini or ‘Children’s House’, which opened on the January 6, 1907. A small opening ceremony was organised where few had any expectations for the project. Montessori felt differently. “I had a strange feeling which made me announce emphatically that here was the opening of an undertaking of which the whole world would one day speak.” [3]

She put many different activities and other materials into the children’s environment and kept only those that engaged them. What Montessori came to realise was that children who were placed in an environment where activities were designed to support their natural development had the power to educate themselves. She was later to refer to this as auto-education. In 1914 she wrote, “I did not invent a method of education, I simply gave some little children a chance to live”.

By the autumn of 1908 there were five Case dei Bambini operating, four in Rome and one in Milan. Children in a Casa dei Bambini made extraordinary progress. Soon 5-year-olds were reading and writing. News of Montessori’s new approach spread rapidly.  Visitors came to see for themselves how she was achieving the results. Within a year the Italian-speaking part of Switzerland began transforming its kindergartens into Case dei Bambini, and the spread of the new educational approach began.

In the summer of 1909, Dr. Montessori trained her first 100 students. Her notes became her first book, published that same year in Italy.  In 1912, it was translated to English as The Montessori Method, reaching second place on the U.S. nonfiction bestseller list. Soon it was translated into 20 different languages. It is a major influence in the field of education.

On December 20, 1912 her mother died at the age of 72. Maria was deeply affected by this event.  The next year, she brought her 14-year-old son, Mario, to live with her in Rome.

The Montessori Method expanded through Montessori societies, training programs, and schools all over the world.  Dr. Montessori travelled and spoke around the world about this new way of educating children. Montessori gave up her other commitments and devoted herself entirely to spreading the approach she had developed. Much of the expansion, however, was distorted by World War I.

After spending time in the USA, in 1917 Montessori moved to Barcelona, Spain along with Mario and his first wife, Helen Christy. She started school called Seminari-Laboratori de Pedagogiá. Her four grandchildren were born there: two boys, Mario Jr and Rolando, and two girls, Marilena and Renilde. Renilde, her youngest grandchild, was until very recently the General Secretary and then President of the Association Montessori Internationale, the organisation set up by Maria Montessori in 1929 to continue her work.

Montessori nursed an ambition to create a permanent center for research and development into her approach for early-childhood education.  Unfortunately, the rise of fascism in Europe challenged the spread of the Montessori Method in Europe. By 1933, all Montessori Schools in Germany had been closed and an effigy of her was burned above a bonfire of her books in Berlin. In the same year, after Montessori refused to cooperate with Mussolini’s plans to incorporate Italian Montessori schools into the fascist youth movement, he closed them all down. The outbreak of civil war in Spain forced the family to abandon their home in Barcelona.  They sailed to England in the summer of 1936. From England the refugees travelled to the Netherlands to stay in the family home of Ada Pierson, the daughter of a Dutch banker. Mario, by now estranged from his first wife, was later to marry Ada.

In 1939, Mario and Maria Montessori embarked on a journey to India to give a 3-month training course in Madras (Chennai) followed by a lecture tour.  They stayed in India for 7 years. With the outbreak of war, as Italian citizens, Mario was interned and Maria Montessori was put under house arrest. She spent the summer in the rural hill station of Kodaikanal.  This experience guided her thinking towards the nature of the relationships among all living things, a theme she was to develop until the end of her life.  It became known as cosmic education, an approach for children aged 6 to 12.  During her time in India, Maria Montessori met Mahatma Gandhi, Jawaharlal Nehru, and Rabindranath Tagore. On her 70th birthday, she requested the Indian government to release and restore her son Mario to her.  Her wish was granted and together they trained over a thousand Indian teachers in the Montessori Method.

In 1946, they returned to the Netherlands and to the grandchildren who had spent the war years in the care of Ada Pierson. In 1947, at the age of 76, Montessori addressed UNESCO on the theme of “Education and Peace”.

In 1949, she received the first of three nominations for the Nobel Peace Prize. Her last public engagement was in London in 1951 when she attended the 9th International Montessori Congress.

On May 6, 1952, at the holiday home of the Pierson family in the Netherlands, Dr. Maria Montessori passed away in the company of her son, Mario, to whom she bequeathed the legacy of her work.

[1]Julia Maria, “’Le Feminisme Italien: entrevue avec Mlle. Montessori”,  L’Italie, Rome, August 16, 1896. Quoted in Rita Kramer, Maria Montessori: A Biography (Chicago 1976), p. 52.

[2]Maria Montessori, Pedagogical Anthropology (New York 1913), p. 17. Quoted in Kramer, p. 98.

[3]E.M. Standing, Maria Montessori: Her Life and Work (New York 1984), p. 38.