Editorial

Language is the vehicle that communicates most of the knowledge that a human being acquires about human life in its many aspects. Each one of us creates our own language (or languages) from our environment in order to be able to communicate. It is not merely the use of our vocal organs that is so instrumental in getting messages across. In fact, non-verbal communication in the human world is often seen as more communicative than mere words. Our body language and our tone of voice add meaning to reveal what we have to say. Even animals have a level of language to get messages across. It could be signalling vocally, or signalling with tails, wings or feet.

One of Maria Montessori’s main themes, a conception that profoundly characterizes her thinking is the Absorbent Mind, a mind that can absorb knowledge without effort. It is a mind that reaches out to incorporate and assimilate the environment. It is a mind that particularly is manifest and active during the first six years of life.

One of the aspects most associated with the Absorbent Mind is the development of language. However, when Montessori talks of language and language development, she usually talks about how language is acquired, how language development takes place, how it is fostered and stimulated. Language is both a route to stimulate a thirst for knowledge and the very tool that can and will quench it. It opens up the world.

The acquisition of language by the human child comes naturally and without fail. Yet if we look upon the learning of a language as adults, we consider the child’s language acquisition as a truly heroic achievement.

In Mario Montessori’s words the Absorbent Mind displays ‘the unique mental powers of the young child which enable him to construct and firmly establish within a few years only, without teachers, without any of the usual aids of education, nay, almost abandoned and often obstructed, all the characteristics of the human personality.’ (…) ‘[Education as an aid to Life] transcends the narrow limits of teaching and direct transmission of knowledge or ideals from one mind to another. It is all taken from the environment.’ (Introduction to the Absorbent Mind)

We think our readership, particularly parents, will be delighted with a Maria Montessori lecture from the Montessori Archives on the Absorbent Mind and Language. It was given half way through the course in Poona, India, which ran from November 8, 1948 to January 17, 1949. It offers many central ideas of her theory.

Everyone will like Mario Montessori’s article on “The Absorbent Mind.” It gives some of the history of how Montessori developed the notion of the Absorbent Mind, stressing the importance of the environment in language acquisition. He also argues that the Absorbent Mind does not disappear with childhood, ‘[I]t is not possible that consciousness, though limiting its powers and changing its forms, can become completely detached from the creative source welling out of the unconscious.’

Teachers will find validation for what they do when they read Susan Feez in her article “Learning to Read through Grammar.” She promotes the Montessori approach to language, since it is so beautifully connected to real language use, something which traditional education in English speaking countries is often unable to offer. She elucidates how the dynamic grammar symbols and language aids are unique and how they stimulate language development. Feez also explains how Montessori came to understand the Absorbent Mind during her thorough study of the works of Itard and Séguin.

Maria Montessori is back on one of her favourite subjects with the Cosmic Education lecture, the fifth in the series of six we are bringing from the archives. This series is quite unique in that Montessori devoted no less than six lectures in a row to the subject, which gives us a fascinating insight into how she built up the momentum with her students, and draws them into the subject. This lecture’s focus is on supra natura, a notion close to Montessori’s heart. Elementary teachers especially are enjoying this series.

The title “Montessori and the Uncited Influence of Hegel” might seem a bit daunting, as it touches upon aspects not usually explored by traditional Montessorians. The authors Steven Gimbel and Anne Emerson have written a fascinating article in accessible language. It is beneficial for all of us to take in another viewpoint. These authors demonstrate, sharing an increasing awareness from outside the educational world, that Montessori occupies her own place in a philosophical tradition, and that her learning and reading included much philosophy.

The Question and Answer section, in line with the overall theme, focuses on language. Kay Baker pays particular attention to the enrichment of language in the elementary years. Her contribution combines both the theory with practice and gives us a succinct and clear overview.

The final “slots” in this issue of Communications are given to Kay Grosso and Eva Shaw, who tell the moving story of how a simple request for mosquito nets evolved into a serious commitment to bring education to Nawantale, a village far away from Kampala, the capital of Uganda. Kay and Eva, mother and daughter, have written companion articles: one on a personal level, the other providing all the objective statistics. This article will particularly interest those interested in social reform in the Montessori movement.

We hope you will appreciate the diversity of articles and that the summer months will provide you with just that bit of extra time to take a nice firm “bite” off these wonderful reading delicacies.