"You are truly a good child."
Every time I close the final pages of Totto-Chan: The Little Girl at the Window, my heart yearns to meet the esteemed Principal Kobayashi and visit the extraordinary Tomoe School a place that always discovers and nurtures the precious strengths of its students, cultivating them every day, every hour.
Principal Kobayashi and John Dewey shared the belief that "Education is a social process, a development that takes place within the context of a real, dynamic society." In this environment, every child is evaluated in the most humane way: their strengths (or potential strengths) and weaknesses are assessed individually and thoughtfully.
You might remember the story of Totto-Chan, who was "expelled" from her first-grade class because:
She kept looking out the window, waving at street musicians, and talking to birds.
She drew her flag outside the margins of the paper.
She was fascinated with opening and closing her desk because she loved it so much.
The traditional education system couldn’t accept a lively and unconventional child like Totto-Chan, who didn’t fit into the rigid rules of the classroom. Totto-Chan might have had to stop her education altogether if her mother hadn’t taken her to the unusual gate made of two trees, leading to the extraordinary Tomoe School, built from old train cars. Without Principal Kobayashi’s unconventional approach, Japan might never have gained a celebrated actress and writer like Tetsuko Kuroyanagi. So, what lessons does Totto-Chan teach us about education?
1. Always Believe in Students’ Strengths
Principal Kobayashi’s first meeting with Totto-Chan is unforgettable. He listened to her ramble for hours about her life, then clearly told her, "You are truly a good child." This acknowledgment, coming from an adult, a principal, and the person deciding her admission, gave Totto-Chan a new perspective on herself. From that moment, she felt Tomoe was where she belonged.
At Tomoe, students with disabilities or physical challenges were also welcomed. To help them feel confident, Principal Kobayashi designed special competitions that highlighted their unique strengths. For example:
A stair-climbing competition with steps designed for children with physical limitations.
Weaknesses were never publicly criticized. Evaluations were always personal, respectful, and constructive, never humiliating.
2. A Curriculum That Balances Knowledge and Personalization
Tomoe’s classrooms were unconventional. Students could choose their seats daily and decide their learning schedule. For instance, a child who loved chemistry experiments could start with that subject and move on to others later. While there was no fixed timetable, students had to complete all required subjects by the end of the day.
This approach gave students autonomy over their learning, fostering enthusiasm and engagement. Teachers acted as guides, discussing and planning learning paths with students. This model, which we now strive for in modern education reforms, was already in practice at Tomoe decades ago.
Extracurricular activities were also emphasized, such as farming, camping, and local history studies. These activities were deeply connected to real-life experiences:
Farming involved planting vegetables.
History lessons included visiting historical sites.
Life skills were taught through practical tasks like cooking and camping.
Principal Kobayashi embodied John Dewey’s philosophy: "Learning through experience, learning from life."
3. Emphasizing Practicality in Education
Tomoe’s education was deeply rooted in real-world applications:
To teach swimming, students learned to swim.
To foster a love for nature, students planted and cared for plants.
To appreciate food, students prepared their own meals.
To promote health, students were encouraged to enjoy physical activities.
Tomoe felt like a miniature society where teachers and students were genuine citizens, free from the usual constraints of traditional education. Subjects were designed to be practical and engaging:
Physical education focused on rhythm.
Music lessons involved composition.
History lessons included hands-on exploration of artifacts.
Chemistry experiments were conducted even by first graders.
A subtle but profound detail was Principal Kobayashi’s discouragement of parents dressing their children in fancy clothes. He believed this would "only hinder the children from fully participating in activities." He also saw it as a way to promote equality among students, eliminating material-based distinctions.
Rewards at Tomoe were equally practical: radishes, vegetables, and cabbages—things students could actually use.
4. Education Must Be Fair for All Children
At Tomoe, there was no special treatment based on background, financial status, or appearance. Educational opportunities were equally distributed, even for students with disabilities, who had tailored programs to suit their needs. The school’s facilities, though modest, provided everything students needed: classrooms, a library, a laboratory, a playground, a swimming pool, and an auditorium.
5. High Standards for Teachers’ Expertise and Ethics
Over 50 years ago, Principal Kobayashi set high standards for teachers’ knowledge and moral character. Teachers had to be well-equipped to guide students, collaborate with them, and support their active exploration of knowledge.
This required exceptional pedagogical skills and deep respect for each child’s individuality. Teachers were forbidden from publicly criticizing students, as Principal Kobayashi feared such actions could deeply hurt their spirits. Any evaluations had to be reported to the school’s pedagogical council first.
6. Students’ Dreams Are the Goal of Education
"Let children grow naturally. Do not hinder their aspirations. Their dreams are bigger than ours," Principal Kobayashi once told his teachers and parents. At Tomoe, there was no rigid, one-size-fits-all approach. All knowledge and skills were aimed at one goal: helping students realize their own dreams.
Final Thoughts
As Yoshikawa Takeshi, Director of the Japan Cultural Exchange Center in Vietnam, once said during the 30th anniversary of Totto-Chan: The Little Girl at the Window:
"In society, there are conventions that cannot be changed. But even while following these conventions, deep in their hearts, people still yearn to do what is free and truly aligned with their passions."
Tomoe School and Principal Kobayashi’s philosophy remind us that education is not about molding children into predefined shapes but about nurturing their unique potential and helping them achieve their dreams. This timeless story continues to inspire educators and parents worldwide to create learning environments that are humane, practical, and deeply respectful of every child’s individuality.