We had our re-enrollment open house last night. It was a delight. One of our newer students, who still sheds some tears of separation in the mornings, skipped right into the room before her parents had a chance to follow. When they caught up she said, “Come into my classroom.”

Yes. The classroom is a children’s environment. We adults are in many ways the interlopers in this specially prepared place for children. But there was much joy in welcoming the adult guests into the rooms last night. Shining faces dotted the rooms as the children shared their favorite activities with parents and other relatives. So many things going on.

As I wandered around the elementary enjoying seeing the students giving demonstrations to others, I heard a small voice from the bathroom calling for help. I wasn’t Mommy, and she was really all right on her own, but I think the many large visitors made her feel a little insecure. My presence was enough to get her over that small bump.

And toward the end of the evening I heard tears. Oh no. What had happened??? But, it was a child who simply did not want to go home yet. And why would she? She was in her element, showing her parents just how independent she could be. She was thriving.

There were more tears from another child later for the same reason. Only this one was not yet enrolled. Still, leaving wasn’t part of her agenda last night.

The Children’s House. It is a safe place for them. It is a welcoming place. It is a place where they can grow and flourish.

An elementary student pointedly asked in front of parents how late kids could stay each day - a full two and a half hours longer than he usually stays. His question made me glad that I changed the tuition structure for the elementary for next year. Staying late costs no more than the regular day. Too many of the students beg to stay after class is over at 3:00 PM. Now parents can let them without incurring any additional expense. Kids don’t want to go home. I can’t blame them.

Two similar activities caught my eye in the elementary class this morning. One child was working through random addition problems for the entire addition table and another was doing the same for division. It took both of these children the better part of the morning to complete their individual tasks.

The remarkable thing (or perhaps not so remarkable) is that they had very similar reactions to the completion of their long work. Both radiated accomplishment. Pride shown from both their faces.

Neither expressed fatigue or concern for having spent such an extended time on their quests. Montessori often remarked that children do not experience fatigue from these great works. I certainly believe it, if I can observe that very result, not once, but twice in one morning! Both students began another big task almost immediately after finishing the first. And with joy!

I was also pleased that these students knew that they could continue working until they had actually achieved closure on their work. If either had been in a traditional classroom the constraints of the schedule would have interrupted their flow. How wonderful for that abiding sense of accomplishment that I could leave them alone for an uninterrupted work cycle that was long enough to allow them the satisfaction that comes from a job well done.

Our snow on Monday last week was nearly magical. It was certainly unexpected since the temperatures dropped earlier than forecast and the rain turned white in the morning. And it kept falling all day long. Some of our younger children had seen flurries before, but had not really experienced snow that accumulated for a white postcard effect.

One girl asked, “How does that happen?” She was in awe. The early childhood class did not go outside since the children had not arrived at school in garments meant for outdoor play in the snow. Instead, Carl collected a container of the crisp cold precipitation and brought it inside for the children to handle. Squeals of delight ensued. In the afternoon the kindergarten children had some personal snow indoors for modeling into their own creations.

Montessori education is uniquely sensorial. It is important for children to be able to act upon their environment instead of sitting passively while the adults instruct. Since the students were not able to go outside to experience the snow, it came inside to them!