This post is in response to a reader question from long ago. I promise I’ll get to the other reader questions soon!
The answer to this is quite simple, although a bit hard to express. Basically it goes like this:
Our Montessori school is Jewish in the same way our home is Jewish.
The rhythms of the calendar are those of the Jewish calendar. Friday is Shabbat – everyone wears white shirts (to make it special, not because there’s anything significant about white shirts); they bless the candles, the challah, and the wine; lunchtime is a special treat – pizza.
As holidays approach, the entire school prepares. For Passover all of the students were involved in cleaning the classrooms, checking for chametz (leaven), and collecting kosher-for-passover foods for the Pesach food drive. On Purim the regular school day was disrupted for a giant party, everyone dressed in costume (our principal dressed as the Montessori movable alphabet), and they made mishloach manot bags to give to one another.
The classrooms themselves are full of Jewish objects and symbols. Among the practical life exercises you’ll find materials for putting candles into candlesticks (or into a menorah at Hannukah) – great for developing fine motor skills and hand-eye coordination. The metal-polishing activity, a staple of any Montessori classroom, often involves polishing a kiddush cup or candlesticks that the class uses to celebrate Shabbat. Around the holidays there is a display of relevant objects (for Rosh Hashana there was a shofar, a pomegranate, a jar of honey, and a machzor) for the children to see, hear, touch, taste, and smell. Hebrew books mingle with the English, and the usual Montessori language arts materials have their direct counterparts in Hebrew materials.
Both English and Hebrew are spoken in the classroom all day – English by the Montessori teacher and Hebrew by the Jewish studies teacher. Children move easily between general studies and Jewish studies, guided by their mood that day. There is no artificial division where half the day is Jewish and the other half is secular. The whole day is Jewish, the whole day is Montessori.
Judaism works its way into every discipline. The upper elementary students were studying Renaissance art, and they were very interested in the Sistine chapel and how it was painted. They researched the logistics of painting a ceiling and then set out to try it by painting the undersides of the tables in their classroom. Each child had to choose a scene from the Torah, sketch it, explain to the teacher why it was significant and what details would be emphasized in the drawing. Then they all lay down on the floor under their tables and painted their favourite Torah scenes.
Sometimes I wish there was a bit more rote learning (I can explain in another post if you like, about how I think rote learning contributes to religious experience), or a bit more emphasis on religious – rather than just cultural – Judaism. But all in all, I’m happy that our school reflects our life. Judaism is a part of it, infusing everything, and not something that is separate from our everyday life.