The child is both a hope and a promise for mankind.
— Dr. Maria Montessori

DID YOU KNOW...?
Many graduates of the Montessori method are names you know well; people who attribute their success to the independent thinking that is fostered through Montessori learning at a young age.  Famous names include:

  • Larry Page and Sergey Brin – founders of Google
  • Jeff Bezos – founder of Amazon.com
  • Jacqueline Bouvier Kennedy Onassis – former first lady (John F. Kennedy)
  • Prince William and Prince Harry
  • Julia Child – author, chef, TV cooking shows
  • Melissa and Sarah Gilbert – actors
  • Gabriel Garcia Marquez – Nobel Prize winner for Literature
  • Katherine Graham – ex-owner of the Washington Post
  • Anne Frank – author, diarist from World War II

Our graduates walk away with skills that will help them excel in their next level of education. Those skills will then guide them as they become professional businessmen and women in the working world. Let us give you a glimpse into what it looks like to have completed the journey through the Montessori program at HRIMS.

COGNITIVE DIMENSION

  • Has the opportunity for personal expression integrated within a variety of artistic, speaking, musical, and media modalities in direct relation to occupations and role development within the community.
  • Philosophically addresses questions of nature and cosmos.
  • Analyzes scientific causality in the natural world and the cosmos.
  • Has an increased understanding of the mathematics directly connected to the practical needs of the farm environment and in the symbolizing of scientific observation of data.
  • Has an increased facility in a variety of languages and the ability to use language to penetrate different cultures and improve human understanding.
  • Connects the history of life on earth and its civilizations with principles of the evolving self as well as the social evolution of a human community.
  • View the whole of history, the future destiny of humans, and reflects on the individual contribution one makes to the direction of the future through creative uses of the imagination.
  • Understands the nature of interdisciplinary studies, the relationship between the disciplines and the totality of the natural and human built worlds, and the available tools and technology to continue the inquiry as to how knowledge can best be used.

EMOTIONAL DIMENSION

  • Revelation of the innermost “vocation” (deep calling) of the soul, a sense of mission or commitment to one’s work and life.
  • Feeling of self-sufficiency, taking care of self and others, the feeling of self-confidence.
  • Inner harmony and happiness due to personal contribution, love of work, love of study and achievement, and a personal participation in the work of society.
  • Hope for future world progress.
  • Joy in seeing the relationship of one’s own life with the history of human culture; the importance of being keepers of human culture.
  • Freedom in the spontaneous collaboration with others in a harmonious connection with the natural world.
  • Feeling that human life has value and a role to play in the cosmos, a feeling of triumph.
  • A sense of belonging to the world human community and to the earth.
  • Feeling of personal discipline, creativity, beauty, and productiveness in connection with the learning of hand-crafted art and practical achievement.
  • Feeling that one can be in control of change, internally and externally, in one’s personal and social evolution.
  • A sense of usefulness and an understanding on one’s “many-sided powers of adaptation.”
  • Belief in human capacity to solve problems and in the spiritual source of lie to overcome adversity.

SOCIAL DIMENSION 

  • Learning what it means to make a contribution.
  • Understanding interdependency and the need to cooperate with adults and peers in relation to the rest of the world.
  • Assuming work roles and their social and cosmic implications (faith in God and faith in oneself); projecting the benefits of an active role in society.
  • Understanding work as a product of commerce necessary to community life leading to a beginning view of economic independence and interdependence.
  • Balancing individual initiatives in relation to community goals.
  • Learning the meaning of rules and their importance to harmonious living.
  • Learning to live in domestic relations with others; to work through human problems.

MORAL DIMENSION

  • Respect for others and their roles.
  • A sense that work is noble and the consequent willingness to assume adult-like responsibilities.
  • An ability to grapple with social and moral problems, such as the right use of the natural environment or the ethics of science.
  • Individual initiative; commitment to freely chosen work.
  • Pleasure in individual progress which enhances group progress and contributes to others.
  • The development of a mission orientation and service to the universal needs of a larger humanity.
  • The asking of big ethical questions, e.g. what makes for a virtuous life?  How can we build a better world?
  • Conscience exercised by community values and responsible dialogue.

For our Fifth Annual Breakfast Fundraiser in 2016, we compiled video "selfies" from former HRIMS students around the country to learn about the impact a Montessori education had on them as children, and how this influenced the paths they are on today.  Enjoy this reflective compilation from our beloved past students who so articulately share their journeys and what Montessori means to them.