Two
What’s so special about two? One, two, three. Recently, I was looking for a scripture in the concordance and I came to the page with two. My attention was arrested by the number of entries – over 800. What could be so special about the number two? And what does it have to do with Montessori? Let’s discover.
Adam and Eve become the first “two.” Noah took two of every animal into the ark. The commandments given to Moses were on two tablets. Rahab hid the two spies. Solomon was going to divide the living child in two. The temple was built with multiples of twos – two wreaths, two bowels, two pillars. Solomon writes in Ecclesiastes 4 “Two are better than one.” Amos 3:3 says, “Can two walk together unless they have agreed to do so?”
The New Testament picks up the two story. Jesus walking by the Sea of Galilee sees two brothers. The sermon on the mount tells us “No one can serve two masters.” Jesus reminds us, “Are not two sparrows sold for a penny? Yet not one of them will fall to the ground apart from the will of your Father.” There were five loaves and two fish. He sent out the disciples “two by two.” He tells the story of a man who had two sons (the prodigal.) The widow gave her two mites. When asked what was the greatest commandment, He says, “Love the lord your God with all your heart and with all your soul and with all your mind and with all your strength. And love your neighbor as yourself. All the law and the prophets hang on these two commandments.” Right before His arrest He says, enigmatically, if you don’t have a sword buy one. “The disciples said ‘See, Lord here are two swords. That is enough,’ He replied.” He was crucified between two thieves. When the women went to the tomb they were met by two angels. He appeared to two disciples on the road to Emmaus. After Jesus was taken up into heaven there were two angels speaking to the disciples.
Obviously, some two’s represent a choice between alternatives. You can’t serve two masters, a man had two sons, the two thieves chose different destinations. Choice is always a Biblical opportunity – Baal or Jehovah, good or evil, life or death. While other two’s represent a unified couple. The two shall be one flesh, can two walk together unless they are agreed? Again, there is a second Biblical choice and that is to enter into unity – with God and with each other. Marriages thrive when we go from me to us. Our lives thrive when the prayer becomes “Our” Father; when we seek to bless Him instead of seeking Him to bless us. The definition of love then becomes: When we want the best for someone else.
How does this two relate to our everyday Montessori world? There are wonderful teachers in traditional settings who truly do love their children. But the structure of their academic world is not based on a child but on a classroom of children. Even if they wanted to individualize the system makes it extremely difficult. The primary credo in Montessori is: “Look at the child.” Not a class, not a group but a child. The child and the teacher; one on one – makes two. Our challenge from both our religious heritage and our traditional upbringing is to understand the profound concept of individualization found in Montessori. We live in a world that mischaracterizes “freedom” as license (do whatever you want to do) whereas Montessori uses freedom to transform the individual into a being of consummate personal responsibility. Traditionally, religion emphasizes conformity to orthodoxy – this is how we believe and how we act. Much of our parenting emphasizes the same approach – because I said so, it’s good for you and if every body jumped off a bridge …
Montessori, like Christianity (from which it sprang) is based first on a relationship and then on a series of underlying principles. If you adhere to the principles but forgo the relationship you lose what is living and dynamic. My freedom in Christ actually requires more of me than if I were just slavishly to “follow the rules.” The establishment of self-discipline in a Montessori student is a far greater self-demand on the student than any external discipline could be. The ability of a Montessori teacher to individualize the instruction and relationship with each student is therefore not a signal of weakness, indiscipline or non-conformity but a recognition of the unique God given personality and gifts given to each child and the desire to work in harmony with the nature and calling of the child.
There are still immutable laws that apply to all of us irrespective of our feelings about them. There is gravity, time, the seasons, etc. And in the spiritual realm God has his immutable laws of sin, repentance, forgiveness, love, faith etc. Dr. Montessori wrote that children have unlimited freedom – to do right. That is the same freedom my heavenly Father also gives me. And just as He woos me to do what is right, we woo our children. Most of us when we know the good, will choose it. (That is why the absence of Christian spiritual formation in a school makes no sense because you cannot choose that which is not present.) That is why the relationship between student and teacher is paramount. It is a relationship of two not of twenty. And each student’s relationships – with you and with their classmates is always a relationship of two. “Follow the child” isn’t a group activity but a personal voyage of discovery and service – one very dear to the heart of God