Preview of Tomorrow's Child November 2016

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Ten Signs of a Normalized Child

NOVEMBER 2016

Materials Spotlight The Pink Tower

Vol. 24 No.4

Montessori High School

IN COLLABORATION WITH

The International Montessori Council and the Montessori Family Alliance A Publication of the Montessori Foundation

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Tomorrow’s Child (ISSN 10716246), published four times a year, is the official magazine of The Montessori Foundation, a non-profit organization. The opinions expressed in Tomorrow’s Child editorials, columns, and features are those of the authors and do not necessarily represent the position of the magazine or The Montessori Foundation. Acceptance of advertising does not represent the Foundation’s endorsement of any product or service.

It is policy of The Montessori Foundation, a non-profit organization, to encourage support for the organization by discounting the sale of bulk order shipments of Tomorrow’s Child in order that schools may make the magazine available to their families. The Montessori Foundation does NOT grant permission to reprint material from Tomorrow’s Child in any other form (e.g., book, newsletter, journals). Copies of this issue or back issues are available for purchase through our online bookstore: www.montessori.org. For Standing Bulk Orders, call 800-655-5843 (toll free), use the order form on page 39 , or place your order at www. montessori.org. The Montessori Foundation does not provide refunds for cancelled standing bulk orders.

Send all correspondence to: The Montessori Foundation 19600 E State Road 64, Bradenton, FL 34212-8921 Phone: 941-729-9565/800-655-5843 Fax: 941-745-3111 WWW.MONTESSORI.ORG EDITOR Joyce St. Giermaine PRESIDENT Tim Seldin PROGRAM DIRECTOR Lorna McGrath EVENTS & MEMBERSHIP Margot Garfield-Anderson ADVERTISING Joyce St. Giermaine BOOKKEEPER Don Dinsmore FULFILLMENT Michael Anderson GRAPHIC DESIGN Katrina Costedio PRINTED BY InterPrint Note: InterPrint is now FSC,SFI and PEFC Chain-of-Custody Tri-Certified. Chain-of-custody certification offers paper that has been harvested from responsibly managed forests, then verifiably traced through all stages of print production.

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Cover photo by Katrina Costedio at NewGate School

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Letter from the Editor

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From Children’s House to Adolescent Communities: Montessori Extends through High School

by Tim Seldin

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Ten Signs of On-Track Development

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Fade and Observe

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How to Run a Successful Silent Auction

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The Pink Tower

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When Toddlers Say NO!

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Toileting the Montessori Way

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Small Steps

by Maren Schmidt

by Julia Volkman

by Zach Hagopian

by Michael Dorer

by Tracey Hall

by Susan Tracy

by Punum Bhatia, Ph.D.

22 CLASSIFIEDS 22 CALENDAR 30 MONTESSORI 101 What Do the Terms Mean?

32 BOOK REVIEWS 36 DEAR CATHIE Table Scrubbing 39 TC ORDER FORM

Display Advertising Joyce St. Germaine Phone: 941-729-9565/Fax: 941-745-3111 joycestgiermaine@montessori.org Montessori Family Alliance Lorna McGrath Phone: 941-922-4949/800-655-5843 Fax: 941-745-3111 lornamcgrath@montessori.org

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No act of kindness, no matter how small, is ever wasted.

— Aesop, The Lion and the Mouse Establishing lasting peace is the work of education; all politics can do is keep us out of war.

— Dr. Maria Montessori

Leave a Legacy

Life is a challenge. Most of us need help at some point along the way. Maybe we received a college scholarship from an “angel” benefactor. Maybe a nurse held our hand in the emergency room when we were afraid. Maybe a kind word from a stranger gave us the strength to forgive an injustice. Maybe a teacher recognized our value when we couldn’t see it ourselves.

It’s during the hard times that we are reminded that we must continue to demonstrate to children the value in positive acts of human kindness.

Montessori schools, teachers, and children since 1992. Through our leadership workshops, conferences, books, and journals (including Tomorrow’s Child, one copy of which is provided free of Montessori schools do this every day in charge to all Montessori schools in the their classrooms around the world. In US and Canada ), we help bring the benlarge cities and undeveloped countries, efits of Montessori education to schools for more than one hundred years, the big and small. Through our national work of Dr. Maria Montessori has inmodel school, we share everything that spired many thousands of children to we learn and develop with all Montessori live lives of purpose and integrity, know- schools, in order to enhance the proing that each one of them is a member of grams that they offer for their children. a global community and each one of them has the ability to change the world. Charitable 501(c)3 organizations, like The Montessori Foundation, need finanThe Montessori Foundation has helped cial assistance from people like you to continue our work. These gifts can be

The Montessori Foundation

Montessori THE

FOUNDATION

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19600 E State Road 64 • Bradenton, FL 34212 941-729-9565/800-655-5843 • 941-745-3111 (fax) www.montessori.org

Dr. Maria Montessori 1870-1952 Italy’s First Female Medical Doctor Creater of the “Montessori Method” Educational Activist Child Advocate Nobel Peace Prize Nominee

donated as gifts of cash, negotiable securities, and charitable bequests.

By making bequests and other “planned gifts,” you continue to make an important difference in the world. What better way to thank the people or organizations that have had an impact on your life, or the life of your child or grandchild, than to make a contribution from your estate through a bequest?

Gifts large and small are important. It is a way to demonstrate your values and beliefs to your family. It reinforces what you have done during your life and sets an example of kindness to people you wish to help. By donating, you become an immortal philanthropist.

If you would like to help The Montessori Foundation continue our work, please visit our website at www.montessori.org or call our office: 800-655-5843/941729-9565.

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NOVEMBER 2016

LETTER FROM THE EDITOR Holding Out for a Hero...

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y the time this issue goes out in the mail, the US presidential elections will be over (well, one can hope). Whatever the result, no matter the chosen candidate, I think it is fair to say that we are all tired and will be relieved when it is over.

As I try to write this, the frenetic tune and lyrics from Bonnie Taylor’s song Holding Out For A Hero seems to be on a perpetual loop inside my head.

Complete with full percussion: “… I need a hero. I’m holding out for a hero ‘til the morning light…”

As many of you who have children in the five and under set already know, our young ones aspire to fill the spandex of Superman, Batman, Captain America, the Hulk, Thor and on and on.

Fantasy is not encouraged in Montessori classrooms because there’s already enough imaginative thoughts running rampant through young brains without adding more to the mix. Maren Schmidt addresses this and much more on page ___ of this issue, writing: “Fantasy is often a call for more vocabulary and enriching experiences. To help the child reattach to reality, we need to feed the child’s mind with real objects and experiences that make the real more exciting than the imaginary.”

Yes, I totally get it, but, right now, I’m really stressed out over this whole

messy thing we call ‘democracy,’ and the idea of a superhero intervention sounds kind of wonderful. Plus, with apologies to Carl Jung and all other certified psychologists, I propose that the troubles of our present-day world may have given birth to a new, more powerful off-shoot of the typical Hero archetype: the Superhero.

Having spent time with the abovereferenced characters in the human forms of my grandsons (four- and five- years old), I think the value of our young superhero wannabe’s should not be underestimated. Their aspirations to move beyond the powerless state of their youth may be the mythology of our times and a sign that, on some level, they recognize that our world is in turmoil and they want to be empowered to help.

I watch my grandsons’ friends (boys and girls) argue the merits of each superhero with intense conversations!

In fact, I have learned that it is possible for me to break the ice with a newly introduced child and actually carry on a deep philosophical dialogue by simply asking: Who’s your favorite superhero and why?

In return, I am frequently asked about my favorite superhero. I used to answer flippantly: “Wonder Woman.” My bad!

A sexist, condescending, non-answer. I now realize that our children are totally serious. By my answer, they are taking

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my measure. Clearly, I need to step up my knowledge and became more fluent in all the heroes who speak to our children, consciously or subconsciously helping to shape the moral compass of our boys and girls.

So, as we struggle through the last few weeks of this unending “scorched-earth” election process, my inner five-year-old is also holding out for a hero, but it won’t be decided by an election; it will be decided by how we encourage our children and the inner child in all of us to continue to hold on, endure, and fight the good fight on behalf of those who need it most.

Joyce St. Giermaine, Editor-in-Chief

Something to think about: We probably had superheroes when I was small, but I didn’t know about them. I did, however, have my own version of a superhero, one that allowed me to feel safe and brave throughout childhood.

It’s funny how that very important fact somehow got stuck in my subconscious for almost 60 years. My superhero was Rin Tin Tin, a very brave, very loyal, and very smart German Shepherd that I loved to watch on TV. Do your children’s superheroes offer you a glimpse into their futures? Maybe!

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FROM CHILDREN’S HOUSE TO ADOLESCENT COMMUNITIES: Montessori Extends through High School

by Tim Seldin

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veryone remembers their high school years. Few of us want to remember middle school. And no one, except perhaps our mothers, remembers the preschool that we attended until we were old enough to go to ‘real school.’

But wait, that may be true for most of us, but it is rarely true among children who grow up in Montessori schools.

Originally developed to serve children under age six, most Montessori schools today extend at least through age twelve, and increasingly they are adding on adolescent communities for the middle school years. Today, more and more Montessori high schools can be found in the US and abroad.

Adolescence (age 12 to 18) is the developmental period in which a child begins the transition into adulthood. It is normally a time of life marked by uncertainty, self-consciousness, and conflicting emotions. Most adults recognize that the teenage years are a difficult passage. Leaving the childhood years behind, young adolescents enter a stage of life in which their very bodies betray them.

Not only must they cope with their emerging sexuality, but as sudden spurts of growth begin, they often become so awkward and gangly that the body’s center of balance is thrown off.

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At the same time, as their muscular development proceeds, many literally don’t know their own strength. It is not surprising that so many teens worry about the image they project to the outer world!

knowledge that is often outdated soon after it is taught. In Montessori, we cover the curriculum that universities expect, but we also focus on helping students to really learn how to learn. Instead of giving them the right answers, we most often pose the right questions!

Here’s a shockingly simple concept: secondary education does not need to dehumanize adolescents any more than early childhood and elementary programs need to destroy children’s creativity and joy for learning!

Working a hundred years ago in Europe, Maria Montessori recognized that the basic developmental tasks of adolescence are not scholastic but, rather, social and emotional.

She believed that the ultimate objective of education at the secondary level must be to help young people to discover, accept, and confirm themselves as individuals.

Montessori observed that adolescents often find it difficult to concentrate on their studies, even though they are expected to prepare for university or most careers, until their social and emotional needs are met.

Normally, schools see their role as presenting students with its curriculum: factual

They learn to do their own research, think deeply, and are encouraged to think outside of the box. They develop executive function and self-regulation skills, such as goal setting, planning, monitoring, organization, positive thinking, stress management, and a balanced daily routine.

Here’s a shockingly simple concept: secondary education does not need to dehumanize adolescents any more than early childhood and elementary programs need to destroy children’s creativity and joy for learning!

What makes a Montessori approach to education so viable and increasingly preferable to other models? Nationally and around the

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world, students who stay in a Montessori environment seem to never lose their sense of wonder, their love for learning, creating, and building. They innovate. They collaborate.

They celebrate their lives. If you’ve known any Montessori graduates, you’ve probably seen this for yourself. The genius of Maria Montessori’s work lives through each graduate, and we believe as she did, that “wisdom begins in wonder.”

As a physician doing pioneering work on brain development and child psychology,

The NewGate School NewGate is the Montessori Foundation’s Lab School in Sarasota, Florida. It is an international school, attracting students and families, who move to Sarasota as a destination for their children’s education. At NewGate, students can start in Montessori classrooms as toddlers and go all the way to graduation in 12th grade.

NewGate graduated its first senior class in 2004, and each year its high school graduates have gone on to university and beyond, leading fulfilled and productive lives.

The core of a Montessori education is based on the Montessori educational syllabus, which consists of ‘integrated academic components’ in three overarching areas: Self-Expression; Social, Emotional and Spiritual Development; and Preparation for Adult Life. Within these recognized areas, NewGate’s Upper School offers its students rigorous coursework in a variety of academic subjects, including: our much-celebrated drama-immersion weeks; experiential learning and in-the-field experiences; a variety of seminars and collaborative learning projects; training in organiza-

There are benches everywhere, quiet spots for contemplation, bubbling fountains, a labyrinth, a walking trail, and a tower to observe the beauty of the adjacent lake. The building itself is a children’s house on a much larger scale. It is perfect for up to 150 students from grade 7 to 12.

Dr. Maria Montessori was also well aware of the rigors of the European educational system, so she never dismissed the adolescent’s need to develop intellectually; she simply heralded a new approach to academics in harmony with the adolescent’s developmental needs. She recognized and identified four different planes of development and characterized development as “a series of rebirths” (Montessori, The Absorbent Mind).

Montessori saw adolescence, the third plane of development, as a period of great creativity, specific psychological needs, and intense physical and emotional transformations. She identified and articulated the fundamental human needs as both physical and spiritual.

Montessori envisioned adolescents living, learning, and working in a carefully managed rural residential learning community, a farm school, close to nature, and involved with a variety of lessons in practical life skills and learning how to live and work with others in a model society. The farm was to be their ‘Land Lab,’ and the adolescents, ‘Children of the Earth’ or ‘Erdkinder.’ Many secondary Montessori programs across the country still look to this model as an ideal, but during Montessori’s lifetime, boarding schools were a much more common option in Europe. These options are not as popular, or readily available in the United States. Today, and only a few boarding Montessori middle and high schools have been formed.

And this year, NewGate’s Montessori Secondary Program has a new home: the former Center For Building Hope, a Gold Level Green Building set on 5 acres. The setting is lovely.

There are benches everywhere, quiet spots for contemplation, bubbling fountains, a labyrinth, a walking trail, and a tower to observe the beauty of the adjacent lake. The building itself is a children’s house on a much larger scale. It is perfect for up to 150 students for grades 7 to 12.

NewGate prepares students for life in the 21st century by incorporating Montessori’s philosophy, and vision for adolsecent education focusing on the activities of practical life, wellness education, and valorizing the distinct needs of each adolescent.

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tion and personal responsibility; and an annual internship week, which has proven very successful over the years. NewGate’s international emphasis also offers students opportunities for travel, not to mention a rich international student population, which brings the world home to NewGate, broadening student perspectives and engaging different ideas and ideologies. In addition, NewGate’s dedication to the development of the whole human being emphasizes community meetings and adherence to Montessori rules of grace and courtesy, which govern and inform all interactions on campus.

NewGate School understands that an education is not simply learned in books and through academic coursework. As Montessori defined it, education is “an intellectual and

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These courses require in-depth and self-motivated participation, close attention to detail, self-directed independent work, writing, solid research, discussion, and analysis, and a learned trust that their guides and other members of their community will provide the support necessary. moral process that renders individuals capable of making their own way in life.” In her 1937 Public Lecture, she added: “Adaptability is the most essential quality, for the progress of the world is continually opening new careers and at the same time closing or revolutionizing the traditional types of employment. This does not mean that in secondary schools, there should be no preparation for intellectual professions, and still less that ‘culture’ should be neglected.

On the contrary, education must be very wide and very thorough, and not only in the case of professional intellectuals but for all [men] [and women] living at a time that is characterized by progress of science and its technical applications….” (“A New Education for the Secondary School,” Public lecture given at Ulrecht [ January 19, 1937]) NewGates Secondary or, as we call it, ‘Upper School’ reflects this commitment to prepare graduates for a constantly changing world within the context of three, 2-year cycles. The First Cycle is comprised of 7th and 8th year students. The Second Cycle consists of 9th and 10th year students; and the Third Cycle

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defines the 11th and 12th year students. This approach allows for a symbiotic and seamless incorporation of Montessorian values with the International Baccalaureate Program.

NewGate is an International Montessori IB World School and, following Montessori principles, students continue to work in multi-age learning environments. By the last two years of high school, they are more capable of abstract thought and more comfortable and capable of exercising their independence.

They are interested in a wider social context outside of their immediate peers, and they have a desire to more fully understand adult behavior.

The coursework in this cycle of the program spirals up, and responds to the student who is now ready to refine and apply his or her skills and knowledge with deeper understanding.

Students participate in challenging seminar, labs, and project-based courses lasting for two years in Science, Mathematics, History, English, Spanish, Art, Physical Education, and Service Learning that foster the academic and intellectual capacities of adolescents and set

the foundation for college-level work. These courses require in-depth and self-motivated participation, close attention to detail, selfdirected independent work, writing, solid research, discussion, and analysis, and a learned trust that their guides and other members of their community will provide the support necessary. That is, students at NewGate are nurtured through every step of their human development. Class meetings provide support and structure for their work.

While some of our students do not elect to sit for the IB Diploma examinations, they participate fully in the IB course of study. At the end of the program, students have a greater depth of understanding about themselves and the world, sophisticated reasoning abilities, and experience with a wide range of tools, modes of expression, and courses that prepare them for college, life, and thoughtful citizenship. The goals begin and remain meaningful, and as secondary students at NewGate move through their studies they are encouraged to ask the important questions: Who am I? Who do I want to be? Where is my place in the history

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This hope for peace that Montessori saw in the proper development of the child is at the core of NewGate’s mission to cultivate a love of life.

At the heart of our move to the new campus NewGate’s commitment to Montessori’s values finds expression in a pedagogy of place. of humankind? Where is my voice in the great conversation? What will I say, and what will be my contribution to society? How will I encourage peace in the world? How will I exercise my freedom to choose?

An education based on the freedom to learn in a safe and nurturing environment allows students to ask these very questions. In this manner their education informs the totality of their human development. Maria Montessori once said, “Free choice is one of the highest of all the mental processes.” The programs of study in the Upper School stress Montessori’s definition of freedom with the understanding that not only does freedom come with the burden of responsibility, sustaining and developing freedom for individuals and the community is also an intellectual and ethical process to which all must commit if we hope to create peace in the world.

In her seminal book, Education and Peace (1949), Montessori wrote: “Peace is a goal that can only be attained

through common accord, and the means to achieve this unity for peace are twofold: first, an immediate effort to resolve conflicts without recourse to violence—in other words, to prevent war—and second, a long-term effort to establish a lasting peace among men.”

She expressed consternation that a recognized ‘science of war’ existed but not a ‘science of peace,’ and she poignantly asked, “In comparison with the problem of Peace, of what value are even the most sublime branches of human knowledge?”

Montessori expressed that the values attached to life and the principles involved in preserving life were entirely contradictory to war, and she pressed that if civilized society truly wanted to begin a “sane and psychical rebuilding” of humankind, we would have to return to the child “as an inspired being and a regenerator of society.” This hope for peace that Montessori saw in the proper development of the child is at the core of NewGate’s mission to cultivate a love of life.

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In fact, at the heart of our move to the new campus, The Center for Building Hope, NewGate’s commitment to Montessori’s values finds expression in a pedagogy of place. The new campus will encourage students to connect their lived Montessori experience to the message of the original organization.

After years of serving the community of Sarasota, NewGate has been working to revolutionize the way we educate teenagers in America and abroad.

Tim Seldin is the President of the Montessori Foundation and Chair of the International Montessori Council. His almost forty years of experience in Montessori education includes twenty-two years as Headmaster of the Barrie School in Silver Spring, MD, his own alma mater (age two through high school graduation). He has also served as the Director of the Institute for Advanced Montessori Studies and is currently Head of NewGate School in Sarasota, Florida.

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Ten Signs of On-Track Development Children who are on-track with their development display ten specific behaviors and characteristics. In Montessori terms, we call this process of natural and normal development, normalization.

by Maren Schmidt

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s parents and teachers, we are concerned about doing the right things with our children. When our children go through difficult periods, we can spend nights tossing and turning about what might be the matter.

As our tools can be friend or foe, depending on how we use them, it can be helpful if we understand the innate development characteristics of children under the age of seven.

Children are born with special affinities that aid their development. These particular characteristics of the young child help us know that a child is following normal development or is encountering difficulties where adult help is necessary. Children who are on-track with their development display all or most of the following: love of order; love of work; deep spontaneous concentration; attachment to reality; love of silence and working alone; sublimation of the possessive instinct; power to act from real choice not just curiosity or impulsivity; trust and obedience; independence and initiative; as well as spontaneous selfdiscipline. In Montessori terms, we call this process of natural and normal development, normalization.

Love of Order The young child possesses a love of order that adults sometimes trample, because, as we become older, this sensitivity is less central to our lives and learning. Learning success for the young child, though, depends on this connection and understanding of order.

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Brain research is showing that, during the first six years of life, the neural matter of the brain is growing at a tremendous rate. The brain creates neural pathways with the sensory information it is acquiring. We might liken this process to a footpath being created at a new school by students walking across campus.

The most direct paths are created over time, becoming wider, deeper, and, at some point, are paved to make clear connections between buildings. As certain sensory pathways are trod in the brain, future access is being almost guaranteed by the children’s repetition of experiences, driven by a love of order.

Classification of objects and experiences in the child’s environment are also forming. Making connections of similar qualities among objects is an important skill for adult thinking.

Here are some examples of the types of classifications the children are making: These are wooden objects; These are all the items we need to bake a cake; These are all the materials we need to build a house. Adults who lack criticalthinking skills also do not have an ability to classify objects effectively.

It is the child’s innate sense for finding and creating order that helps build later logical thinking. As adults, we disrupt a child’s sense of order mainly by being unaware of this order, by changing the child’s environment, which includes people, nature and ideas, as well as objects, and by not giving the child enough time to explore and orient him or herself.

For the child with a strong sense of order, changing a seemingly insignificant object in the child’s environment may create great anxiety. Rearranging the dining room furniture might provoke a crying jag in a two-year-old.

When we are aware of the child’s sense of order we can be on the lookout for behavioral changes and try to connect them to changes in the child’s surroundings. Mom or Dad wearing a new outfit or new cologne may be enough to put a three-year-old out of sorts.

Not having enough time to explore prevents our children from tapping into their inborn sense of order that promotes positive brain development. Being taken from event to event or being distracted from exploration through television or computer usage are but a few of the many ways we disrupt our children’s sense of order.

Help your child’s natural development by being aware of the importance of a child’s innate love of order.

Love of Work The young child’s love of work, or being involved in meaningful activity, is an inborn trait.

With proper nourishment, this love survives a lifetime. Even in utero the child is involved in what can only be classified as work—growing and moving in a confined environment.

Movement defines a child’s activity from the first kick in the womb or grasp of a finger to learning to sit up, crawl, walk, talk, and thousands of other activities. The child has

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TOTAL DUE $______

IMC membership number ___________ for discounted pricing of $12.50 per bundle. To obtain shipping-cost information for orders outside US, call 941-309-3961 or email: margot@montessori.org.

Credit card#____________________________________ Name on Card____________________________________Exp. date_________ EMAIL address for receipt_________________________(please print clearly) Phone number in case we have a question(_____) ____________ Mailing address and name of contact person___________________________________________________________________________ SAMPLES ARE $1.00 EACH PLUS $1.44 S&H (US) ($2.44 CANADA) (S&H APPLIES FOR UP TO NINE BROCHURES). CIRCLE: 1 2 3 4 5 6 7 8 9

TOMORROW'S CHILD © § NOVEMBER 2016 § WWW.MONTESSORI.ORG

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Tomorrow’s Child Magazine and Montessori Family Alliance The Montessori Foundation strives to provide schools and parent organizations with up-to-date, meaningful information and resources. Tomorrow’s Child has been around for more than 24 years and is still going strong! And now, it comes with all the benefits of the Montessori Family Alliance, led by Lorna McGrath, The Montessori Foundation’s Parent Educational Director. The cost has not changed, even with all the added benefits we’ve added! At the same time we are conserving natural resources and trees by using digital technology to offer a members-only website with weekly webcasts, courses for parents, articles, a resource library, and more.

Still not sold? Want to see a sample before ordering? Go to www.montessori. org. You’ll be able to read (through the wonders of digital technology) the first 10 pages a recent issue of Tomorrow’s Child magazine. You will then be pointed to the SIGN UP information to get you started. (PLEASE NOTE, Schools wanting Standing Bulk orders will need to use our secure Bookstore to order. Cut and paste this link into your browser: http://www. store.montessori.org/1-Tomorrows-ChildMFA-Bulk-orders-USA-TCMFA-BULK-USA. htm or under the Resources tab on the homepage pull down the menu and go to the Bookstore.)

Standing Bulk Orders for the 2016/17 School Year

Individual Orders (print)

Tomorrow’s Child magazine is the best way for schools to help parents stay connected on key issues in Montessori.

Articles and courses on parenting, research, how Montessori is done internationally, schools showcasing their uniqueness, Montessori in the home, graduate acheivements and valuable calendars of events make this package one of the most significant Montessori resources worldwide.

Administrators who put the cost into their tuition understand that the benefits far exceed the minimal cost. When parents are informed and embrace the time tested & proven results that a Montessori education can bring to their families they will thank you!

Standing bulk orders receive greatly discounted subscriptions to Tomorrow’s Child and membership for your school’s families in the Montessori Family Alliance. In the US a standing bulk order is only $16 per family per year (50 minimum). That’s just $800 annually! (Schools with fewer than 50 families can call 800-655-5843 to get approval for a smaller quantity, but no fewer than 20 at this price.)

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You may purchase the print version of Tomorrow’s Child/membership to the Montessori Family Alliance by using this form or by visiting our online bookstore at www.montessori.org.

Those with current print subscriptions will continue to receive the publication mailed to their address on file. (Have you moved? Remember to notify us.)

Individual Orders (digital) When you subscribe/become a member to the digital version you will be emailed a username, password, and a link to the Montessori Family Alliance site that will allow you to view Tomorrow’s Child digitally and access the Montessori Family Alliance. Digital subscriptions are $20USD, annually.

Each time we publish an issue simply login to see what’s new. Navigate the digital issue with the arrows, just like flipping the pages in a print magazine.

We’ve got Montessori experts, parents, and some fantastic bloggers on board.

It will be interactive and exciting. New content will be added daily, and we are busy loading over 20 years of resources into our library. Check it out!

WIth membership, everything we’ve accumulated for decades is available to you and your families. A great deal for Montessorians—a lot of work for us, but we think you’ll be amazed!

Make checks payable to: The Montessori Foundation Mail to: The Montessori Foundation 19600 E State Road 64, Bradenton, FL 34212 Fax: (941) 745-3111 If your schools needs an invoice for bulk orders only, please contact dondinsmore@montessori.org

TOMORROW'S CHILD © § NOVEMBER 2016 § WWW.MONTESSORI.ORG

ORDER FORM

Tomorrow’s Child AND Montessori Family Alliance Standing Bulk Orders (SBO) for the 2016/17 school year. r For USA orders subscriptions/membership x $16 USD TOTAL DUE Individual Subscriptions (Print + Digital Subscription) r I would like an individual subscription/membership starting with the most current issue.

TOMORROW’S CHILD Four printed issues per year September, November, January & April and two digital issues in July & August

For USA orders subscriptions x $30 USD per year.

For orders outside the USA subscriptions x $45 USD annually.

TOTAL DUE Individual Subscriptions (Digital-Only Subscription) r Yes, please, send me the digital version of Tomorrow’s Child magazine and access to the MFA website. I understand that I need to provide an email address that will accept the notice of how to log in and obtain the magazine.

For anywhere, worldwide a single digital-only subscription is $20 USD annually.

TOTAL DUE

Special Expanded 101 Issue ... On Sale Now! Our special double issue combines our two most popular publications: Montessori 101: What Every Montessori Parent Should Know and A Guided Tour of the Montessori Classroom. 72 pages with 200+ pictures. # Copies USA & International # Copies

MONTESSORI FAMILY ALLIANCE 365 days per year 24 hours per day

1-34 Copies $15 Now $7 (plus s/h)

x General Price $

35+ Copies $10 Now $5 (plus s/h) = TOTAL DUE

For your convenience, we continue to accept payment by credit card: VISA, MASTERCARD, AMEX and DISCOVER Exp Date:

Credit Card Number: Email Address (please print): Name on Card:

Shipping address: (for bulk orders couriers such as FEDEX or UPS cannot deliver to a PO BOX):

Contact Person’s Name:

School Name:

Mailing Address if different: City:

State:

Zip Code:

Daytime phone number:

(in case we cannot reach you by email).

We never sell your information. If we have a question regarding your credit card or order we will call.

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Please remember: Tomorrow’s Child is a copyright-protected publication. Duplication of the magazine in any form without permission is prohibited by law and prevented by your integrity.

TOMORROW'S CHILD © § NOVEMBER 2016 § WWW.MONTESSORI.ORG

The Montessori Foundation 19600 E SR 64 • Bradenton, FL 34212

Non-Profit Org U.S. Postage PAID St. Petersburg, FL PERMIT # 597

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