Late Mrs.A.M.Kotwal founded Kotwal’s School in 1952. After working for many years in schools and trained under Dr.Maria Montessori, Mrs.Kotwal believed that the Montessori Method was the most effective way of educating children in the early and formative years. With limited funds and an enthusiastic husband as her only supporter, Kotwal’s School was able to open with 4 children in her own home in Hyderabad India.Kotwal’s School has continued to expand and improve facilities by renovating existing spaces, leasing additional buildings and building new classroom, physical education and music spaces.Ratti Kotwal, is the Chief Administrator and Business Manager of the school. The number of students increased to 1000+.After growing and achieving ambitious targets The Kotwal’s have ventured into the international arena to spread the Montessori Method of education which has been the core substance and anvil for the augmentation of the Kotwal’s educational empire.VISION:The "Children's House" has a twofold importance: the social importance which it assumes through its peculiarity of being a school within the house, and it’s purely pedagogic importance gained through its methods for the education of very young children.We ensure the physical development of the children is followed, each child being studied from the anthropological standpoint. Linguistic exercises, a systematic sense-training, and exercises which directly fit the child for the duties of practical life, form the basis of the work done. The teaching is decidedly objective, and presents an unusual richness of didactic material.We have put the school within the house; and this is not all. We have placed it within the house as the property of the collectivity, leaving under the eyes of the parents the whole life of the teacher in the accomplishment of her high mission.MISSION:After three years of such a novitiate, when the children move to the common schools, they will be excellently prepared to co-operate in the work of education, and will have acquired a sentiment, rarely found even among the best classes; namely, the idea that they must merit through their own conduct and with their own virtue, the possession of an educated child.To develop the method of observation which is established upon one fundamental base–the liberty of the pupils in their spontaneous manifestations. This pedagogical method of observation has for its base the liberty of the child; and liberty is activity.To cultivate discipline through liberty. We call an individual disciplined when he is master of himself, and can, therefore, regulate his own conduct when it shall be necessary to follow some rule of life. Such a concept of active discipline is not easy to comprehend or to apply. But certainly it contains a great educational principle, very different from the old-time absolute and un-discussed coercion to immobility.
