A student must be at least two years old to qualify for admission to the Environment for Discovery.  The admission of a student over the age of six years is contingent upon his eagerness to learn as well as upon his earlier educational experience.  Previous attendance at a recognized Montessori school does not necessarily qualify a student for admission.

   Candid interviews between parents and representatives of the College of Early Learning are held to establish a mutual understanding of goals for the student’s intellectual and emotional development from the age of two years through elementary and high school.  The College of Early Learning is not a springboard to public school for those parents who derive “ego trips” from comparisons of the academic advancement of their child to that of his peers who have not had exposure to an advantageous “preschool” environment.  Nor is the College a social sanctuary for parents desiring to indoctrinate their child in any form of mysticism, racism, ageism, or sexism.

   The academic success and emotional well-being of a student in the Environment for Discovery is greatly dependent on the cooperation and support of parents who are committed to providing their children and themselves with the best possible opportunity to live productive and happy lives.  Therefore, the College admits only those students whose parents either (1) attend regularly scheduled seminars to inquire, with directors of the College, into the philosophical foundations of an objective, scientific approach to the satisfaction of each student’s needs, both in the home and in the classroom, and/or (2) accommodate in-home consultations between parents and members of the College faculty at the request of the College.  These commitments to personal and integral roles in the education of the student are unusually demanding of parental time and resources.  Therefore, a student’s admission to the College of Early Learning is based primarily upon the College’s assessment of the goals and objectives of his parents rather than upon the academic aptitude or temperament of the student.