The Montessori Philosophy Explained

Understanding the Words of Maria Montessori

By the faculty of The Summit Country Day School Montessori
 Introduction
Phyllis Schueler, Montessori Director
During an evening educational program for our parents, Summit teachers presented this
practical analysis of Montessori Philosophy. Each segment of the program began with a
quote from Dr. Maria Montessori, and then the teacher explained the quote. Here at The
Summit, we find the deep understanding that Dr. Montessori had about early childhood
education is as true today as it was more than 100 years ago when Dr. Montessori made these
statements, or as it was in 1963 years ago when The Summit pioneered this Montessori
program. We find that these best practices initiated by Dr. Montessori are aligned with what
current brain research tells us about cognitive development in young children.
 A Brief Timeline of Montessori
• Maria was the first woman in Italy to receive her
doctorate of Medicine in 1896.
• 1901 She shifted her focus from the “body” to the
“mind” and studied Psychiatry.
• In 1907, Montessori opened her first school, Casa
dei Bambini (Children’s House).
• In 1909, She published her first book, The Montessori
Method.
• In 1911, The first Montessori school opened in the
United States.
• Maria Montessori was nominated for the Nobel
Peace Prize in 1949, 1950, and 1951.
 Philosophy
“The child can develop fully by means of experience in his environment. We call
such experience work.”
– Maria Montessori
 Philosophy
Dr. Montessori said a child’s work is to create the person he/she will become. In this self-
construction – movement is purposeful; it is exploration, and discovery of their environment –
both the things and people within it.

Montessori materials are called work. The classroom is structured so that children are given
freedom to develop physically, intellectually and spiritually. Materials are designed to instill
concentration and independence.

Work starts from the concrete presentation – in preparation for the abstract. Work has control
of error – showing the child there is only one way to complete the work. Children carry a work
tray to a table or a rug and then return it to its place.

– Brooke Byam, Lead Teacher

The Absorbent Mind
“A child in his earliest years, when he is only
two or a little more, is capable of tremendous
achievements simply through his unconscious
power of absorption though he is himself still
immobile. After the age of three he is able to
acquire a great number of concepts through his
own efforts in exploring his surroundings. In
this period he lays hold of things through his
own activity and assimilates them into his
mind.”
– Maria Montessori
 The Absorbent Mind
Dr. Montessori said that the child learns by unconsciously taking in everything around him and
actually constructs himself. Using his senses, he incarnates, or creates himself by absorbing his
environment through his very act of living. He/she does this easily and naturally, without
thought or choice.

Dr. Montessori saw the absorbent mind in two phases.

• From birth to age 3, the young child unconsciously acquires his/her basic abilities. The
child's work during this period is to become independent from the adult for his/her basic
human functions. The child learns to speak, to walk, to gain control of his/her hands and to
master bodily functions.
By about age 3, the child moves into the next phase, which Dr. Montessori called the period
of conscious work or the conscious absorbent mind. During this period, the child's
mathematical mind compels him/her to perfect in that which is now there.
The child’s fundamental task during this phase is freedom; freedom to move purposefully,
freedom to choose and freedom to concentrate. His/her mantra is "Let Me Do It Myself!"

Children are able to learn information and concepts even though they are not directly
involved with the lesson.
– Lauren Guip, Lead Teacher
Sensitive Periods
“It can be said that the period
of childhood is an age of 'inner
life' which leads to the
developing, maturing, and
perfecting of all the faculties.”

– Maria Montessori
 Sensitive Periods
Dr. Maria Montessori was first and foremost a physician and scientist and as such she was
trained to observe scientifically. When she was with children in her schools, she observed the
behaviors and activities of the children. Through this observation, she first observed
profound concentration and seemingly endless repetition as the children worked in the
classroom. She began to realize that children were working to enhance their own
development, not just to complete the work which they were doing. They “knew how” to do
the work but they were “driven” to repeat it as if to complete something within themselves.

When she saw the same materials attracting children of the same age on several continents,
she concluded that there were universal laws of development that drove the children. There
were periods of special sensibility to areas of the environment that came and went with
varying duration. She termed these sensibilities “sensitive periods.”

Since Dr. Montessori’s time, other educators also observed that children go through certain
predictable windows of opportunities when specific concepts are more readily learned.
During these “sensitive periods” children have the energy to explore specific areas of the
environment and to master certain skills. There is a specific kind of internal compulsion,
motivating young children to seek objects and relationships in their environment with which
to fulfill their special and unique inner potentials. Montessori explains: “It is this sensibility
which enables a child to come into contact with the external world in a particularly intense
manner. At such a time everything is easy; all is life and enthusiasm. Every effort marks an
increase in power.”

Child development experts throughout the years have confirmed what Maria Montessori
described over 100 years ago.

It is important to note that the sensitive periods are a transitory state and once realized; the
sensitive period disappears. Sensitive periods are never regained, once they have passed.
Consequently, it is very difficult for a child to gain the skill once that time has passed. For
example, once the sensitive period for concentration has passed, it will be difficult for a child
to develop fully the skill of concentration.
Montessori described 11 different sensitive periods occurring from birth through age six. (See
the next slide and description of the skill.) There are other sensitive periods as the child ages
however, these do not occur during the early childhood years and therefore, are not part of
this discussion.
– Kathy Scott, Lead Teacher
Sensitive Periods of Childhood
Birth-1 Random Movement
Birth- age 6 Language
Age 1-4 Small Objects
Age 2-4 Order
Age 2-6 Music
Age 2-6 Grace & Courtesy
Age 2-6 Refinement of the Senses
Age 3-4 Writing
Age 3-5 Reading
Age 4-6 Spatial Relationships
Age 4-6 Mathematics
The Environment
"The environment must be
rich with motives which lend
interest to activity and invite
the child to conduct his own
experiences."

– Maria Montessori
 The Environment
A properly prepared environment guarantees exposure to materials and experiences which
develop intelligence as well as physical, social, and emotional abilities. It is designed to be
centered, aesthetically pleasing and enticing. A properly prepared environment is an ordered
environment, appealing to the child’s sensitive period for order as well as promoting a calm and
peaceful atmosphere.

It has its own built in limits, in which the child can continually test himself/herself, encouraging
the development of self-discipline. It allows freedom of movement where the child is free to
choose work that interests him/her. The teacher prepares the environment to anticipate the
children and their needs, providing structure and guidance within that environment. The teacher
knows when the guidance will help and when it will interfere. As a keen observer, the teacher
will know who each child truly is and can prepare the environment anew, so that each child's
needs are met. The teacher continually changes it and refreshes it as each child reaches new
stages of development, thus his/her need of new tasks.
– Barbie Powers, Teacher
 Control of Error
“The didactic materials control every
error. It is precisely in these errors that
the educational importance of the
material lies.”
– Maria Montessori
 Control of Error
Through the didactic materials, the child learns auto-education by the control of error built
into them. This feedback points out to the child that a mistake has been made.

Auto-education encourages repetition, concentration, and awareness.

• This process leads to concept formation and intelligence.
• It frees the child from the teacher and makes observation and liberty possible.

– Barbie Powers, Teacher

Teacher’s Role
“The secret of good teaching is to
regard the child’s intelligence as a
fertile field in which seeds may be
sown, to grow under the heat of
flaming imagination.”

– Maria Montessori
 Teacher’s Role
As teachers, we are guides, mentors, and role models. Children have a natural interest in learning
and our primary goal is to grab the child’s interest when it is hot; helping develop a lifetime love
of learning. We want to fan the inner flame of the child – which is that inner drive to learn and
develop. We help them take ownership of their learning. Dr. Montessori said, “Our care of the
child should be governed, not by the desire to make him learn things, but by the endeavor always
to keep burning within him that light which is called intelligence.”

We are “observers” whose ultimate goal is to intervene less and less as the child develops. We are
responsible for creating an atmosphere of calm, order and joy; always there to help and
encourage the children in all of their efforts. Knowing how to observe constructively and when
to intervene is one of the most important talents of the Montessori Teacher. It takes great faith
to “Follow the Child.”
We prepare appropriate learning materials to meet the needs of each child in the class. The
goal of the lessons is to intrigue the children so that they will come back on their own for
further work with the materials. These presentations enable the children to investigate and
work independently.

We are the link between the children and the classroom environment. We want to nurture and
inspire the children, lead them to ask questions, think for themselves, explore, investigate, and
discover. We will often step back while the children are working, allowing them to learn from
their own discoveries and draw their own conclusions. Instead of giving the children answers,
we ask them how they would solve the problem, which engages the children in the learning
process; enhancing their critical-thinking skills.

Our goal is to help them become independent learners who retain the curiosity, creativity, and
intelligence with which they are born. We try to plant seeds in that fertile ground.

– Linda Moeggenberg, Lead Teacher

 Teacher’s Role
“Our care of the child
should be governed, not
by the desire to make him
learn things, but by the
endeavor always to keep
burning within him that
light which is called
intelligence”

– Maria Montessori
 Teacher’s Role
The “light of intelligence” is what I like to think of as internal motivation. As teachers we are
aiming for children to develop motivation in themselves apart from us. It is important to
delineate between internal motivation and external rewards. When we praise children for their
products, not their process, they easily become addicted to our praise. They cease doing things
for themselves, and do work not from internal motives, but to seek approval.

An op-ed piece in the New York Times entitled “Losing is good for you” examines the
negative effects of too much praise. Research cited in the article asserts that when children
receive too much praise, they collapse at the first signs of failure or defeat. This is a clear sign
that they’re performing for us, not because they believe in themselves.

So in returning to the quote it is our job as teachers to guide children to the light, curiosity, and
passion within, not to mold them into people pleasers
– Lauren Guip, Lead Teacher
 The Child’s Role
“The child becomes a person through work.”

– Maria Montessori
 The Child’s Role
During the earliest stages of a child’s natural development, he/she is capable of many
independent achievements. His/her unconscious mind is like a sponge, just waiting to absorb
a plethora of knowledge, to hone a number of skills. He/she is naturally inclined to busy,
disciplined work and play. By age three, the child has the ability to learn so much, to take in so
much information, simply by navigating his surroundings and taking charge of his own
activities.

For this reason, Dr. Montessori was a firm believer in allowing the independent nature of the
child to shine. Unlike other forms of education, the Montessori method asserts that the
teacher must guide learning, not dictate it. Rather, the child must able to motivate
himself/herself, to initiate his/her own learning through experience, repetition, and
exploration. Thus, the necessity of an age-appropriate prepared environment. The child
hones his/her strengths, asserts weaknesses and discovers new interests. The child develops
his/her sense of self, confidence and personality. The child grows and matures without
anyone telling him/her how.
Our ultimate goal as Montessori teachers is to reach the point at which all of our students
become “normalized.” This term is used to describe a child who has adjusted to the order
of the prepared environment and can engage in his/her own learning, become his/her own
person through work. When normalization finally occurs, the child’s true nature can be
expressed. He/she becomes calm, confident, grounded and enthusiastic, and positive to
others.
– Meredith A. Schiff ’02, Lead Teacher
Practical Life
Meg Sanders
“The exercises of practical life
are formative activities, a work
of adaptation to the
environment. Such
adaptation to the environment
and efficient functioning
therein is the very essence of
a useful education.”

– Maria Montessori
 Practical Life
Practical life is one of the first areas of exploration for your child at school, especially for a
three-year-old. This is the area where they pour, scoop, sort, use tongs, fold, button, sweep and
polish, to name a few skills.

Dr. Montessori’s aims in designing this area of the environment were to support a child’s
independence, order, control and concentration. What does this mean for your child?

They are building and strengthening their fine motor skills through small movements using their
pincer grasp and hand-eye coordination. Later, they will find these skills transferrable to
handwriting. They are learning to build a work cycle and what it feels like to make a choice,
complete a work and put it back for the next person. Through this cycle, their endurance
increases and they earn a sense of mastery through repeated turns with an activity.
Your child is also learning skills that they will use not only in the classroom, but in the “real
world” as well. In our practical life areas, you will see that we use glass, silverware, wood and
real materials that your child will experience in their lives beyond school. They are trusted with
these materials at a young age and the belief that they are capable is communicated.

Also, your child is learning to care for the environment. This means the space they are using as
well as the space their peers are using. We learn to care for our materials and the environment in
which they live. We keep it organized, tidy and clean. Do spills happen? Of course. We learn to
clean them up using the appropriate tools, just as they will in the future.

– Meg Sanders, Lead Teacher

Language
“What the child achieves between
three and six does not depend
upon doctrine but on a divine
directive which guides his spirit to
construction.”

– Maria Montessori
 Language
In Language, we are guiding the spirit through internal motivation and allowing the child to
progress at his/her own pace. In order for this to occur in the language area, an environment
is needed to encourage expressions and the use of words. The child needs to have time to
experience these needs through a language building environment. Components of language
are:
1. Oral / Auditory
A. Verbal language-Speech Development
B. Communication
• Self-expression
• Conversation
• Listening
• Inner speech and inner listening
 Story.
 Finger plays
 Songs
2. Mechanical Level
A. Patterns
B. Semantics
C. Sequencing
D. Classification
Mastering skills to begin both reading and writing
• Metal insets
• Sandpaper letters
• Movable alphabet

3.Word Reading Level

A. Phonetic Analysis
B. Verbal Analysis
C. Word Analysis
4. Sentence reading
A. Decoding
• Word
• Phrase
• Sentence
 Definition
 Small books
 Early grammar
 Journals

– Michele Kaegi, Lead Teacher

Sensorial
“The child must possess within
himself, from birth, a capacity – only a
potential at first – of abstracting or
taking off from particular things their
essential qualities. If you watch
carefully any small child, of one to two
years old, you will see that he is not
only interested in objects as a whole,
but also in their qualities, such as
roughness, smoothness, hardness,
softness, color, taste, texture, weight,
pliability, and so on.”

– Maria Montessori
 Sensorial
One of the most beautiful aspects of Montessori Education is that it brings abstract concepts
to life so that children can truly understand what the concepts mean. From the concrete
Sensorial Materials the children can move to understand abstract qualities. From the moment
the child first works with the Red Rods they are beginning the sensorial journey to the
understanding of the abstract concept of 'length'. The Sensorial Materials are precise, exact and
mathematical. The materials call for precision so that the child can come in contact with the
isolated concepts and through repetition, take from the essence of each and have a clear, well-
defined abstraction.

The Sensorial Materials help the children refine their senses and understand the many
impressions they receive through their senses. Each of the Sensorial Materials isolates a specific
sense and allows the child to explore the materials one sense at a time. This leads to a greater
ability to discriminate between sensations and to appreciate a greater variety of sensations. The
materials emphasize size, shape, color, weight, texture, sound, smell, etc.
“The Sensorial exercises train the children to observe, make comparisons between objects, to
form judgments, to reason and to decide.”(Maria Montessori, Dr. Montessori’s Own Handbook)
“We may conclude with a general rule for the direction of the education of the senses. The
order of procedure (for the Sensorial Materials) should be:
• Recognition of identities (the pairing of similar objects and the insertion of solid forms into
places which fit them).
• Recognition of contrasts (the presentation of the extremes of a series of objects).
Discrimination between objects very similar to one another.” (Maria Montessori, Dr.
Montessori’s Own Handbook, p. 110.)

If your child tells you that they are working on the Pink Tower, Brown Stair, Red Rods, Cylinder
Blocks, Knobless and Knobbed Cylinders, Color Tablets, Sound Cylinders and Thermic Tablets
they are working on the Sensorial Materials.

Aristotle said: “The senses are gateways to the intelligence. There is nothing in the intelligence that was not first
in the senses.”
– Mary Humpert, Lead Teacher
 Math
“This system in which a child is constantly
moving objects with his hands and actively
exercising his senses, also takes into account
a child’s special aptitude for mathematics.
When they leave the material, the children
very easily reach the point where they wish
to write out the operation. They thus carry
out an abstract mental operation and
acquire a kind of natural and spontaneous
inclination for mental calculations.”

– Maria Montessori
 Math
The beginning Math materials in the Montessori Classroom are “concrete” meaning they have
weight, mass, size, dimension, etc. – all corresponding to the basic concept of the numeration
of Math. For example, “ten bar” does not weigh as much as a “thousand cube” because 10 is
not as much as 1,000. The child first experiences Math concepts “concretely” by being able to
“feel” the difference between 10 and 1,000. Each piece of the material has a color that is
consistent from work to work.

Each new concept of Mathematics is introduced in isolation so as to highlight the new

information. Children work with many varieties of concrete Math materials for a long time until
they “master” what they mean. Once “concrete” concepts are “mastered” and “internalized,”
the child is introduced to abstract Math concepts slowly, then progressively more rapidly as the
child grasps the “abstract” concept. (i.e. a “ten bar” = the number “10” symbol.) As the child
gains experience with abstract concepts, he/she subconsciously recalls the “concrete”
experience and mathematical functions are better understood.
Children must be ready for the language of mathematics which usually occurs around age four.

They need to have had much experience with and have accomplished certain skills in order to be
successful in the area. These skills are:
• Established internal order
• Developed precise movement
• Established the work habit
• Able to follow and complete a work cycle
• Ability to concentrate
• Learned to follow a process
• Understand Symbols
– Kathy Scott, Lead Teacher
Science
“It is self-evident that the
possession of and contact with
real things brings, above all, a real
quantity of knowledge.”

– Maria Montessori
 Science
Maria Montessori herself was not only a doctor, but a scientist as well. In our program, the
children are presented with a Science curriculum covering Earth Sciences, Life Sciences,
Botany, Zoology, Chemistry, Physics, Astronomy and more. Children are given lessons to
demonstrate many materials and concepts, as well as free and open discovery. They are meant
to encourage a sense of wonder and of the grandeur of the universe, the simple beauty of
the Physical Laws and the miracle of life.

Science is all around us and the children are natural observers and testers. Children interact
with the world everywhere they go, testing what happens and learning how things work as
they interact with it. Interest and love for scientific things begins early as they prepare for a
lifetime of learning and discovery. Examples of classroom work: Skeletal system, internal
organs (anatomy: eyes, ears, tongue & mouth models), magnetic/non-magnetic, sink/float,
rocks, fossils & dinosaurs, miscible/immiscible, land, air & water becomes/ liquid, solid &
gas, viscosity, density, static electricity, open and closed circuits, are only a few.

– Amy Berger, Lead Teacher

Geography
“If the idea of the universe is presented
to the child the right way, it will do
more for him than just arouse his
interest, for it will create in him
admiration and wonder, a feeling loftier
than any interest and more satisfying.”

– Maria Montessori
 Geography
In geography, we must speak to the advances in our world as if Maria Montessori were alive
today. Our neighbors are now global. With technology and instant information accessible to us
we are closer than ever to all continents. Preparing the child to live in our world of today, we are
bringing alive both physical and political geography through:

• Cultures
• Our study of World languages
• Live presentations

The Geography activities, as well as other cultural subjects, are designed to sharpen children’s
impression of the world around them. These activities work within the child’s sensitive period
of imagination. This area brings home to children the fundamental similarities of people all
over the Earth, rather than bogging the children down with the differences.
The Geography area is a place where the children and teacher and community can grow and
learn about their world together. Parents have become invaluable resources for this area. We
have been blessed to have wonderful presentations by parents native to the countries that we
study, as well as parents who have traveled to other areas of the world.

– Karen Koch & Linda Moeggenberg, Lead Teachers

Art
“The hands are the instruments of
man’s intelligence.”

– Maria Montessori
 Art
Within the Montessori materials there is a direct aim and indirect aim. The indirect aim of art is:
• Preparing the hand by developing control.
• Gaining use of new tools, skills, techniques.
• Creative problem solving.
• Understanding a rich heritage through styles, themes, artists, periods (art history).
• Forming evaluations on aesthetics – what is beautiful in value, form, color.
However the direct aim is self expression.

Within a Montessori environment, children use their hands spontaneously and without
intervention to satisfy the inner drive for self-expression. Through the hand the child’s ideas and
feelings can take shape. As Maria Montessori said: “The hand is an organ of the mind, the
means which the human intelligence uses to express itself.”

Art allows this to happen!!

– Karen Koch, Lead Teacher
Social
“Little children from the moment
they are weaned are making their
way toward independence.”
– Maria Montessori
 Social
Your child’s social life and their independence are interrelated to their experiences at school.
Independence is not only necessary to function, but to thrive both in school and their world
outside of school. We support your child’s social experiences by helping them to grow their
independence simultaneously.

Your child’s day is full of social interactions in their classroom, in the hallway and out on the
playground. We encourage them to independently navigate the many social situations that arise
throughout their day, promoting communication and problem solving. The goal is for them to
feel empowered to share their feelings with one another and to work through conflicts peacefully
and appropriately.

Grace and courtesy, two of the pinnacles of Montessori education, are concepts we discuss
constantly throughout the school year. We talk about ways to be gracious and courteous, both
verbally and non-verbally, as well as what grace and courtesy might sound like, feel like and look
like.
We also spend time talking about our classroom and school as a community. We share space,
materials, teachers and each other. While this may not always be easy, it is necessary to do so
respectfully and with manners. Again, this provides us with endless opportunities to think
about what being an appropriate member of a community looks like, sounds like and feels
like.

The mixed age setting allows for older children to model expected behavior, give classroom
lessons and help their younger classmates. The social interactions across the ages promotes
respect, friendship and of course, a sense of community.

Finally, and certainly not least, we promote The Summit’s character education through Dr.
Montessori’s ideas of independence and social interactions. In the Montessori School, we are
focused on kindness and how we can best model kindness throughout our day toward
ourselves and one another.
– Meg Sanders, Lead Teacher
Physical
“Growth comes from activity, not
from intellectual understanding.”

– Maria Montessori
 Physical
Dr. Montessori recognized the importance of child’s exposure to relationship with
environment and movement as the stimulus for brain development. Movement is everywhere.
A child carries the Red Rods – at first focusing on carrying, next learning the gradation of
small to large, later moving to the Red/Blue rods, understanding mathematically units of 10
and the 4 rod and the 2 rod are equal to the 6 rod.

Brain cells are present at birth but are immature at best. The brain will grow in density as new
extension of nerve cells and synaptic connects are made.

Practice begins in early months. The infant lying on his/her back reaching for a toy or mobile
is allowing the brain to grow in density, creating new dendrites (extensions of nerve cells) and
synaptic connections.
In “The Science behind the Genius,” Montessorian Dr. Angeline Lillard highlights the study
of actors who memorized their lines while walking across the stage. They remembered their
lines five months after the play while those who stood still did not.

This study illustrates what we know about movement and cognition being in close alignment.
Developmental educational systems that incorporate movement understand this idea.

In 1970, a neuroscientist recognized that children are active participants in their own brain
development. This shows the striking parallels between what Dr. Montessori observed 100
years ago and what neuroscientists confirm today.

– Mary Schwietering, Lead Teacher

Peace
“Averting war is the work
of politicians;
establishing peace is the
work of education.”

– Maria Montessori
 Peace
An essential part of the Montessori curriculum is peace education. Peace in the classroom is
explained through ground rules and lessons. Rules are established in the classroom to keep the
children safe and secure. The rules let the children know what is expected of them, how to
function in their classroom and to work and play cooperatively in their school community.
The children are given an understanding of the Golden Rule. They learn that it is necessary to
treat others as they want to be treated and to grow their ability to distinguish right from wrong.

Lessons are given on universal human values such as love, kindness, empathy, compassion,
justice and honesty. These values are explained in group lessons, through literature, role playing,
role modeling and peer education. Emphasis is placed on internalizing these values and on
practicing them in the classroom, at home and in their world. The children’s precious hands,
that they use to educate themselves with, are shown to be instruments of peace. “Hands are for
helping” and they are used to reach out to, share and care for others. The children are
encouraged to think beyond themselves and look to the greater good.
Inner peace is peace within ourselves and outer peace is peace in our city, country and
globally. The children learn to take their peace beyond themselves and move to an awareness
of their world. Disturbances in the world touch little ones only in small ways when they catch
a glimpse of violence on television or overhear adults discussing it, but even at their age they
can take from that the need to live peacefully. They are learning right from wrong and they
certainly understand pain from all their boo-boos. They have an appreciation for flowers,
trees, animals, bugs and the weather and can move that appreciation to a concern for the well-
being of their planet Earth. Re-cycling and composting makes sense even to a three year old.
We hope to educate them to search to find peace in their home, school, community and their
world. It is our goal for our children to carry the values they learned with them throughout
their lives to guide them as leaders and peacemakers.

“What we need is a world full of miracles, like the miracle of seeing the young child seeking
work and independence, and manifesting a wealth of enthusiasm and love.” (Maria Montessori,
Peace and Education, p. 5.)

– Mary Humpert, Lead Teacher

 Thanks
Since 1963, The Summit has practiced and perfected the principles Maria Montessori first
taught the world. We express our thanks to the marvelous Summit teachers who freely share
their extensive knowledge of the Montessori Method. They are themselves well educated; very
experienced in teaching preschool children; dedicated to knowing, understanding, and loving
each child; and highly trained in the Montessori Way.

Prospective families who may be interested in enrolling their children at The Summit
Montessori are encouraged to call Elaine Pearl at 871-4700 ext. 209 to make arrangements for
a tour and interview.

© The Summit Country Day School