Help Me to Help Myself: Part 3 of 3
Paula Polk Lillard • March 1, 2016

Young children in their first explorations of the world about them with their eyes, then their hands and brains working together and finally their whole bodies in coordinated movement, are overwhelmed when they are living in, what is for them, an environment of confusion and disorder. Sometimes such a situation is unavoidable and human beings throughout our history have shown resilience in the worst of circumstances. However, in our affluent societies throughout history we have created environments of confusion and disorder for young children unwittingly by too much stimulation and overabundance of sight and sound. The Internet world is replete with enticing “educational” toys and technological devices marketed as giving one child an advantage over another. In truth, Montessori principles of “less is more” and “beauty lies in simplicity” are better guides for establishing the home that will best serve the inner lives of our children.


We don’t want overabundance for our children in our homes (or schools) but it is important that what we do give to them represents the best of our culture and human history – in other words, the best of the human spirit of others. Montessori, for example, in her first International Course in Rome in 1913 when participants in the age of steamship and railroad travel came from as far away as Japan, Australia, the Argentine Republic, India, Turkey, Russia, the United Kingdom, Canada and the United States, to name a few, arranged that they would spend the entire first week of the course, not learning about her revolutionary observations of children but discovering the heritage of Rome, guided by the leading experts of the day in every field from archeology to music to art and architecture. Montessori herself was very much a Renaissance person and she recognized that giving the best of our heritage to our children was necessary for them to develop gratitude and appreciation of human beings of the past and their contributions to human progress and civilization.


In our homes today it is important to surround our children with the classics of our culture, the music and art and literature that have stood the test of time. We can have audio recordings of Bach and Mozart, prints of Rembrandt and Renoir paintings, the plays of Shakespeare and children’s classics for reading to our children – just a sample of each at a time so as to create awareness without saturation. At the youngest ages there is an unconscious absorption for the children but in the elementary years this early exposure at home plants “seeds of interest” and provides a foundation for later visits to the symphony hall, art museum or theater for live performances of plays and classical ballet. And, those of us of a mixed background might want to discover more about our heritage, and could go now to start beginning that journey, possibly opening up a whole new culture and wealth of experiences for our children.


Having said all of this, I want to caution us as Montessori parents. Beware of grandiose thoughts and plans for children! Those of us in the United States today live in the most affluent country and time in human history. There is danger in our expectations of our selves, of our children, of our spouses, friends and colleagues. As much as at any time in human history, it is essential that we accept our selves and others as the flawed human beings that we are. This is what we are meant to be, not some social media image, dressed up for Facebook, falsely portrayed to the world for its approval.


We are spiritual beings on a journey, in Montessori’s words, of the “development of our inner lives.” It is out of this journey, where abstract thought, ideas and imagination originate, that all creative endeavor and human progress come. If we, as parents, concentrate on the “development of our inner lives,” we will naturally set the stage for our children’s path to independence from their birth to maturity at 24 years. If we do this, we can be certain that when our children’s time of trial in adulthood comes – as it eventually does to all of us – they will make it through.

I want to close with quotes from a final paragraph in one of John Snyder’s chapters in Tending the Light:


“Our job is to help children build a ladder that they can climb from infancy to adolescence; once there, their maturation to adulthood requires that they throw away the ladder we so carefully constructed together. Nothing is permanent about the elementary child, so we guides must fall in love with change. Maybe we shouldn’t speak of throwing away ladders. Maybe we should say, Give a child a ladder and they will climb to the next grade. Teach the child to build their own ladders, and they will climb to the stars.


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A young child outside on a sunny day using a watering can to water potted herbs and flowers
By Margaret J. Kelley April 20, 2026
Forest Bluff School in Lake Bluff, IL, explores how the Montessori philosophy helps families trade "crippling empathy" and anxiety for a productive, grounded optimism.
A teacher and Montessori student at Forest Bluff School in Lake Bluff, IL, shake hands.
By Alice Davidson with contributions by Margaret J. Kelley February 25, 2026
In Montessori education, we view each child as inherently capable of developing a strong sense of right and wrong. A child’s moral compass is not something we impose upon them—it is something that grows within, guided by experiences, reflection, and consistent modeling from the adults in their lives. For that moral sense to take root, children must be allowed to experience accountability for their actions. When parents shield their children from consequences or defend behavior they know is wrong, they unintentionally undermine that process, creating confusion and instability in the child’s understanding of truth, fairness, and responsibility. Many parents defend their children out of love and protectiveness. They wish to spare their child from discomfort, embarrassment, or the feeling of failure. Yet this kind of protection, though well-intentioned, teaches the opposite of what true love demands. One of the tenets of Montessori is to put children in contact with the real world in age-appropriate ways, trusting that they have the inner capabilities to grow and adapt when they have real experiences. When parents constantly justify, minimize, or excuse poor behavior, a child misses an opportunity for feedback; they learn that honesty is flexible and that integrity can be negotiated. This erodes their moral foundation and leaves them uncertain about what is right—not because they cannot feel it, but because the adults they trust most are contradicting that inner voice. In Montessori, children learn to do work and make decisions based on intrinsic, not extrinsic motivation. We trust that they have goodness inside of them, and while they absolutely need guardrails and guidelines, we can best serve them by teaching them to distinguish between their internal drives, and to take action in accordance with their conscience. Children are perceptive. They often know when they have done something wrong—whether they spoke unkindly, acted selfishly, or disrespected another. When their parents immediately defend them or blame others, the child experiences an internal conflict. On one hand, their conscience tells them they made a mistake; on the other, the parent’s response tells them they are in the right. Over time, this mismatch between inner truth and external validation creates confusion. The child begins to question their own moral instincts and may even learn to ignore the pangs of conscience altogether, relying instead on external approval to define what is acceptable. This is one of the greatest harms of over-defending a child: it separates them from their natural moral compass. When children are consistently told they are right—even when they know they are not—they start to equate love with being defended rather than being guided. They may learn that relationships are maintained through justification and blame-shifting instead of honesty and repair. Later in life, these patterns can manifest as difficulty accepting feedback, resistance to authority, or an inability to take responsibility in personal and professional relationships. In Montessori classrooms, we see accountability as a cornerstone of growth. When a child makes a mistake—perhaps they take another’s materials without asking or speak rudely to a classmate—we respond not with shame, but with calm guidance. We help the child reflect: What happened? How did this affect others? What can you do to make it right? This process nurtures empathy and clarity. It helps children see that they can correct their mistakes, that doing wrong does not make them bad, and that making amends restores both harmony and self-respect. Accepting that your child can be wrong is not a sign of parental failure—it is a sign of courage and wisdom. When you model accountability yourself, your child learns that truth is not something to be feared. They see that mistakes are part of being human, and that integrity means facing them with grace. Ultimately, allowing your child to experience and accept the consequences of their behavior builds confidence, empathy, and moral clarity. Shielding them from accountability may protect their feelings in the short term, but it confuses their conscience and weakens their inner sense of right and wrong. By guiding them lovingly toward truth and responsibility, you empower them to grow into kind, honest, and self-aware individuals—qualities that form the true foundation of a moral life.