Reflecting on Family Day and Education
The third Monday of February marks Family Day in Ontario; it usually falls on the Presidents’ Day weekend. Family Day is intended to be a holiday that offers families a much-needed break during the long winter, when many businesses and schools are closed. As we reach the midpoint of the academic year in the northern hemisphere, it seems appropriate to pause and reflect on the roles of school and family, and to consider what truly helps prepare children for both the present and the future.
Traditional school systems often fall short in equipping children with what they genuinely need. This is not a reflection on students, teachers, or parents, but rather a consequence of the educational structure itself. Many conventionally trained teachers see the problems, and some have recently told my son that if they can avoid it, not to send their children to public school.
Essential qualities like curiosity, creativity, critical thinking, choice, agency, and even comprehension and curricular mastery require room to flourish—space that is frequently absent in conventional educational structures, which demand a much more lockstep approach from all. Instead, nurturing these attributes in school and at home is critical for preparing children to meet the challenges of tomorrow.
Unfortunately, the current educational model remains tethered to outdated conventions, with adult-driven approaches that often do not align with children’s needs. As a result, not only do essential life skills fail to develop, but even traditional academic measures continue to decline, and physical aggression, even amongst the youngest students, is on the rise. What more evidence do we need that the educational approach of the past hundred-plus years is ineffective?
Insights from Montessori Advocates
In the educational discourse, many writers and educators—especially those exploring Montessori —have contributed insights, notably in books and on platforms like Substack. Andrew Faulstich, Kelly Jonelis, Paula Lillard Preschlak, Kate Broughton, Oana M. Gabor, Sam Chaltain, Angeline Stoll Lillard and Miss Emily, among others, provide scientific and/or anecdotal evidence of Montessori education’s effectiveness. Their observations span diverse communities and cultures, including low-income settings, and highlight better outcomes for children in Montessori environments than in non-Montessori environments. These children are often more socially adept, creative problem-solvers and possess a strong sense of self, which helps protect them against external pressures and systems of control
Fostering Lifelong Learners
Supporting environments that teach children how to learn—rather than simply what to learn—offer lifelong advantages. While memorising a chemistry formula, the plot of Dickens’ A Tale of Two Cities (actually, many students today, even in college, don’t read whole books) or multiplication tables might have their place, these details should serve as vehicles for students to nurture their capacity for learning itself. This skill remains relevant even as specific knowledge becomes obsolete.
Though these writers argue for Montessori education more eloquently than I am able, I stand with them in advocating for universal access to this approach.
Montessori Education and Modern Challenges
Kate Broughton explores the intersection of Montessori education and artificial intelligence. She argues that Montessori-educated children are better equipped to navigate and collaborate with AI than their peers in conventional systems. In Montessori classrooms, children are consistently engaged in thought, making choices, self-correcting, managing group interactions, building frameworks for complex ideas, and developing agency.
Miss Emily has also observed that many victims of power and abuse, such as those harmed by Jeffrey Epstein’s network, likely spent years in educational systems where compliance was prioritised. In such settings, questioning or speaking up could result in poor grades, leaving individuals ill-prepared to resist manipulation and dominance.
The Need for Empowerment in Education
Most conventional education systems do not empower children or foster self-knowledge. The structure limits both students and educators, particularly when students benefit more from mixed-age groups that meet varied emotional and learning needs. Conventional education often presents teachers and parents with a limited product, leading to frustration or burnout when children do not conform to expectations.
Parents and educators who challenge these norms within conventional schooling often face significant resistance.
The Value of Montessori—A Personal Perspective
As a former Montessori school administrator, I frequently encountered parents’ questions about the value of Montessori education, particularly beyond the preschool years. While concerns about authenticity and cost are valid and warrant attention, I found little merit in arguments based on past parental experiences in conventional schools, especially given today’s dramatically different world. They would respond with “it was fine for me, and look where I am today?”
Is “fine” truly good enough now?” Montessori education fosters resilience, flexible thinking, and the essential skills needed for children not only to survive but to thrive in today’s and tomorrow’s world.
What children really need are politicians, bureaucrats, educators, businesses, and families who recognise the importance of breaking the educational paradigm and advocate for public access to Montessori education for children of all ages. Families need better!
Margaret Whitley 