Travelling With The Child

The primary aspect that we can find in common amongst all of us would be that we are all human beings sharing the same gift of life. Even though we may say that this essence of life is also seen in the other kingdoms of plants and animals Man is unique by having principal differences in matter of parentage or even the mode of procreation.

It would not be very wrong to say that it is the Child who makes one apparent rather than saying that the adult gives birth to the child. The one factor that makes human life characteristically distinguished from other nonhuman living beings is the relationship that have among generations. The living beings go up the rung of the ladder of creation have deeper and longer contact with their progeny. In Man we find that the contact is longer, stronger and even more complex. The child may have a special relationship with the grandparents and, at the times, with great grand parents too. Living together of successive generations gives rise to responsibilities and also rewards. What we need to talk about now is the special contact that exists between consecutive generations.

As we view the panorama of life we see that one generation lives and then gradually yields its place to the next. Eventually it leaves the scene. It may be analogous to a relay race. The baton carried by the first member has to be handed over to the next player. As the handing over is done there is a small segment of time when both runners are holding the baton. The second player then takes over. It is that vital period of time we refer to as 'travelling with the child'. We mentioned already that the whole scheme of life depends on this coexistence and Montessorians are aware of the fact that such an existence is symbiotic and synergic. It is based on our interdependence. We contribute our thoughts, words and deeds towards the development of the child in his efforts to bring the adult into being. But we are dependent on the Child to show us how (what, when and in what manner) the help has to be rendered.

If Man the adult has his cosmic tasks to perform, so has Man the Child. We will just mention a few of the tasks of the child in this cosmos. He has the task of constructing the human being on his own following the laws that govern development taking as raw material what is available in the environment. Secondly he has to be the carrier of culture ( taking what is necessary and discarding the unwanted) of the society he takes birth in. He takes the values, knowledge, customs, behaviour etc. Thirdly he serves as an inspiration for the members of the older generation to continue performing the duties of their everyday life. Fourthly he is the beacon light to show the adult generation the truths about building up of Man –physical, mental, cultural, social, spiritual etc. This is true even if we fail to recognise it.

If the child has to fulfil all these tasks he must be in a position to work at them independently. In any field of human existence it is only an independent person who has been able to make a contribution towards the enrichment of the humankind. The child is in a peculiar position that he needs the freedom to gain this independence and the freedom is to be given by those, who, in the name of love, prove to be the oppressors. Yet the child has great love for these adults who are in charge of him and, therefore, cannot fight for his independence. Dr. Montessori refers to this in her dealing with the social question of the child.

Dr. Montessori defines education as help rendered to life in course of development. This definition becomes more poignant with reference to the child because it is the child who incarnated development in its fundamental sense. One of the very important and absolutely essential criterion of development is to be able to work in freedom. Initially the freedom is given by the adult in charge. Working in this freedom he gains the capacity to become and continue to be able to work independently. This in turn makes him deserve better quality of freedom.

This process should go on continuously at all levels.

It is our duty as educators to ensure this initial freedom for the child to work at his development. Our responsibilities as advocates of this development are three pronged.

One by ensuring the freedom for the child and guidance to work in a prepared environment. We need to prepare ourselves in knowledge attitudes and capacity to serve the child better.

Two by fighting for the rights of the child in every situation wherein we find ourselves in company of children.

Three by educating the adult society in general and parents in particular about the true nature of the child and the important function of the period of childhood in everybody’s life.

The Montessori training programme for teachers all over the world are aimed at achieving the first purpose. The techniques involved in assisting the child are learnt and practised. Even though it is ideal to know every reason why we are doing what we are doing it is also true that even if we apply the method without knowing why it is effective. It is comparable to taking medicine without knowing what chemicals go into it. The programmes such as what we are gathered here for today are to reassure us and enthuse us in our work. It is also to realise how the future of the human race lies in our children and indirectly on our providing the necessary conditions.

Dr Montessori was one who took the cudgels for the sake of the child. Even if we cannot rise to that level we could at least try to alleviate the conflicts between the adults and the child by bringing out the fact the nature and function of the child and childhood are different from those of the adult.

The third factor of educating the society is another scheme of action we need to take. Parent talks, orientation programmes, open houses are part of this work. We as Montessorians have to be at it constantly whether at highly sophisticated gatherings or at street corners. The tasks are Himalayan and naturally the efforts have to be Herculean.