Developing the child’s self-respect from infancy to adolescence

(Part 2 of a series on Reproductive Health)

In 1901, Dr. Maria Montessori gave up her medical practice to go back to school and travel to France and England, to pursue her vision of extending her initial discovery of the scientific education she discovered working with deficient children to normal children. It was the Instituto Romano dei Beni Stabili, a slum reconstruction project backed by the principal banks of Italy, that requested her to draw up a program for three- to six-year old poor but normal children who were vandalizing the premises while they were left at home by their working parents. The first Montessori preschool that was launched in Via Marsi, San Lorenzo, Rome in 1906, a century ago, ignited the revolutionary education system that discovered the “new child” and the “new teacher”.

A century-old educational system

To become the first woman in Italy to take the degree of Doctor of Medicine was an incredible feat for Dottoressa Maria Montessori. The same year of her graduation, 1896, she represented the women of Italy in the Berlin Congress, championing the cause of working women. In the 1900 London Congress, she ignited the defence of children’s rights by attacking the practice of child labor.

Appointed assistant doctor at the psychiatric clinic of the university, she visited the asylum for the insane. Psychology was just beginning then, so the handicapped children were classed together with the insane. After repeated observation, it became apparent to her that mental deficiency was a pedagogical problem and not a medical one. Two French doctors, Jean Itard and Edouard Seguin, shared the same view and devoted their lives to help feeble-minded children. Her request to separate the retardate from the insane patients was granted so for years she personally experimented with them using a special scientific pedagogy.

Under her skillful directions, a number of these defective children developed remarkably. They learned to read and write so well that they were able to present themselves with success at a public examination taken together with normal children. Dr. Montessori wondered, “Whilst everyone was admiring my retardates, I was searching for the reason which could keep back the healthy and happy children of ordinary schools on so low a plane that they could be equaled in tests of intelligence as my unfortunate pupils.”

The more Dr. Montessori pondered on this anomalous situation the more strongly she felt the cause lay in a difference in education principles.

Personal grooming and hygiene from head to toes

A basic principle of the Montessori system which I refer to as the ideal “education for sustainable development” or ESD is the Education of Movement. Conventional education has overlooked addressing the physical aspect of development since it is only focused on the mind.

The lesson on Care of One’s Person for boys and girls regarding their sexual responsibilities and correct attitude towards physical health, beauty and sacredness of the human body should start during the first six years. For preschoolers, this would be an action lesson on personal grooming and hygiene “from head to toes”.

Teacher says, “First, let us start with our head.” The teacher ignites the spontaneous “drama” of the children by pretending to pour water over her hair using a tabo (water dipper) and the kids follow. Second, the teacher puts a drop of shampoo on her palm and rubs her hair to develop foam. The kids would readily do this with her. Third, the teacher rinses her hair. The whole class gets enthusiastic with this exercise.

The teacher then makes believe that she is washing her face, ears and neck. The class joins her and she lets them identify each part. Together with the class, the teacher soaps her arms, paying special attention to the armpit. Then, the body is soaped from the chest to the private parts (boys and girls giggle here) down to the thighs, knees, legs and feet. “The girls’ vagina and the boys’ testicles are very important. Clean them gently and thoroughly,” teacher reminds.

The teacher and her students conclude by rinsing their whole body from head to toes.

The facts of life for primary school

Grade I students may repeat the preschool action lesson on Personal Grooming and Hygiene from Head to Toes. By this time, the “gang” of boys usually plays separately from the “gang” of girls. Six- to nine-year old boys feel distinct from girls. Both sexes tease each other or have feuds. Self-conscious, they fight their attraction to each other.

Activities are common whether it is cooking, sports, or trekking in the scout movement. It is a period of great intelligence and moral sensitivity. Frequent question is, “Is it right? Isn’t it wrong?”

Lessons of proper behavior, courtesy and good grooming are easily learned.

By then, children are familiar with the Botany classified and illustrated nomenclature cards and know the parts of the plant, leaf and flower. Teacher explains the asexual reproduction of plants by bringing specimens like eggplants, papaya and okra. Teacher points to the center of the flower: “Each flower has a pistil (female egg) and stamen (male seed). When insects alight, the seeds blend with the egg. See here a little papaya fruit bud.”

Under the heart is a little room – A Grade IV to VI lesson

When puberty comes, it is time for parents and teachers to agree on the healthy approach to sex education and corresponding responsibility. This story of love is different for each sex, thus boys and girls should be taught differently.

For the girls, we give the lesson “Under the Heart is a Little Room”: “Under every girl’s heart is a little room – the womb. Mother Nature cares for it very carefully so she calls the girl’s attention with several physical changes in her body. After her daily bath, a girl of ten would feel a ‘button’ in her breast. In a few months time, it would feel heavier like a marble. Eventually, it would be like a sinigwelas (a plum). By then, it is time to wear the first bra.”

“In addition, the womb would develop a thick lining, a mattress of blood. Since it would not yet be used, it would flow out every month as menstruation. One day, it would nourish and carry life. So, girls, you must remember to wear decent clothes and blouses. Make sure the neckline is not too low. Avoid showing your belly for this fashion attracts attention to your body. This may cause molestation from men.”

Puberty of boys

For the boys, teacher gives the message of Mother Nature: “Your love of sports makes you very sweaty. You will soon lose the ‘vinegar smell’ because new hormones of growth are being produced. Frequent bathing and fresh changes of underwear and clothes are a must.”

“A lump will grow in your neck, the Adam’s apple accompanied by a change in your voice. Do not be alarmed if you begin to croak like a frog and sometimes speak in high-pitched voice of a woman. In due time, you will acquire a man’s low and loud voice like that of your fathers.”

For cultural information as regards different customs, the boys would be reminded: “In many countries, the official ceremony for becoming a man is circumcision. This is done before the teen years. Who of you have been circumcised?” (At this point, the boys blush and fidget.)

“Do you know that although ladies have their monthly menstruation, men have also a particular emission? We should watch out for it. It can come anytime of the day, but more frequently at night when you are lost in your dreams. This is also known as nocturnal flow or wet dreams and the emission is called semen.” (This usually brings the house down, when the boys repeat this lesson to their parents.)

‘Experiencing’ boy-girl relationships in school activities

In Grade VI, the students are exposed to boy-girl relationships in school activities such as the formal sit down lunch in the school bistro. The young boys experience “dating” within a group allowing them to show courtesy to the girls and ordering ala carte.

Another event is the Square Dance party also in Grade VI where their first experience is made up of fun dance steps: (1) Bow to your partner; (2) Bow to your corner; (3) Swing your partner; and (4) promenade do-si-do.

The lifelong appreciation of both sexes for each other

In life, the male and female are physically and psychologically different from each other. But, it is these differences that attract them to one another. While boys tend to become assertive, self-centered and dominant, girls are more patient and generous. Parents and teachers must encourage the natural virtue of masculinity of the boys, so with the femininity of the girls. We must condition them to respect and be kind to each other by the right choice of community and school environment, since they are specially vulnerable to obscene media materials. –Preciosa S. Soliven (The Philippine Star)