The Postcard: A Montessori Education Moment
Paula Lillard Preschlack • June 16, 2016

The Postcard From Camp


Last summer, I received a memorable postcard from our 13-year-old son who was away at a canoeing camp in Canada. Imagine my excitement! On one side was an image of campers in their canoes. On the other was one bona fide, run-on sentence. And in this one sentence, there was not a single capital letter, no punctuation whatsoever, the number three was reversed, and every other word, including his own name, was misspelled. Was this a joke?! A young man who had only one more year before entering high school wrote this postcard!



The blood began pulsing in my ears and I had to reread it three times. All of my parental anxieties paraded forth: “How on earth will this person get into a good high school, write thank you notes to adults outside the family, correspond with future employers, survive?” I put the postcard down on the kitchen counter, where it remained, propped up against a bowl of ageing bananas.

A person is carrying a canoe on a rope in the woods.

After taking a deep breath, I forced myself to “let this go” for the time being and to search for some perspective in the following days. I had just spent the morning reading some of Maria Montessori’s writing, and I knew that somehow, I had to let her wisdom guide me as a parent. 

As a Montessori teacher, I often find myself asking parents to have faith in their child’s development and to stay out of the child’s path as much as possible. In our culture, parents innately have a tendency to think we should somehow manage and direct our children’s progress in life. And right now, I was finding myself sitting on both “sides” of this metaphorical “table”: as a Montessori teacher on one side and as one of those parents on the other.


Maria Montessori wrote, “Woe to us, when we believe ourselves responsible…and delude ourselves with the idea that we are perfecting things that will perfect themselves quite independently from us.” In other words, we often, under the guise of “helping,” involve ourselves too much in our children’s challenges. In doing so, we become invaders to their personalities, unwittingly demonstrating a sincere lack of respect for their own abilities to form themselves into capable people. Of course, if a professional should recommend it, we set up tutoring or therapy sessions to support our children. But even as we do so, parents must allow the “postcard” episodes to be simply the moments that they are. If we can do this, our children’s strengths will override their challenges, which are ultimately theirs to overcome, not ours. 


I never mentioned the disastrous postcard to my son, and at the end of the summer, I marveled at how he had grown, especially in his character. After six weeks of intense canoe tripping- during which he had paddled all day and carried heavy loads over portages, worked with his fellow campers to survive in the woods, to wield an ax and cook over an open fire- I could see the grit, perseverance, and calm, gentle confidence that he had gained. I could also see that these prevailing strengths would ultimately fuel him to tackle his shortcomings, whether with writing or any other area of life. This realization provided the encouragement I needed to keep my parental concerns in check. I saw the whole picture now: I saw a fine young man before me, ready to face his challenges.


I kept the postcard. I kept it to remind me that our children will grow up in their own time and in their own imbalanced ways- just as you and I did- with awkwardness as well as radiance. Montessori education teaches us that our children are not here for us to judge, but to embrace. So, the next moment you find yourself cringing at your child’s performance, remember: It’s just a postcard.

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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.
A Montessori student at Forest Bluff School uses grammar symbols and color-coded tiles
By Margaret J. Kelley January 24, 2026
Discover how Forest Bluff School on Chicago's North Shore uses Montessori symbols to teach grammar, making language arts engaging for Primary and Elementary students.