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Sequence 333Alphei, Hartmut. "Die Landerziehungsheime und ihre Geschichte. Archive in den Landerziehungsheimen. Das gemeinsame… |
Sequence 334Roehrs, Herma_nn. Die Reformpaedagogik. Ursprung und Verlauf unter internationalem Aspekt. 4 vols. Weinheim: Deutscher… |
Sequence 335Vogel, Johann P. "Von der Reformpaedagogik zum oekologischen Humanismus." Piidagogik und Schu/a/ltag 48.1… |
Sequence 336Oelkers, Juergen, comp. "Reformpaedagogik: Tradition im Fortschritt." Piidagogik 41.5 (1989): 6-42. Behr,… |
Sequence 337Hamaker-Willink, Agaa th. "Briefe aus der Odenwaldschule (1930-1931)." Neue Sammlung 25.4 (1985): 520-562.… |
Sequence 338i , ... ,l~ • • .J Photos by Hershey Montessori Farm School students 316 The NAMTA Journal • Vol. 26, No. 3 • Summer 200 I |
Sequence 339THE ORIGINS OF AGRARIANISM AND THE DEVELOPMENT OF THE SELF by Victor Davis Hanson Professor Hanson locates the origins of… |
Sequence 340exist in other cultures. We're not supposed to speak of Western chauvinism now, but I think that I can prove to you that… |
Sequence 341ence, and material overabundance. The nature of human nature being what it is, we would quickly, as Nietzsche said, sink into… |
Sequence 342critics. I think in this case the Right was right, that eventually our capitalist system would create so many goods and… |
Sequence 343What happened? What made this unique culture? I've argued, and I think I can make the argument very briefly this morning… |
Sequence 344The Greeks found out that this new diversi- tied scheme gave each farm family au- tonomy that could not be undermined by… |
Sequence 345Diversification also allows you to regiment the work year so that workers-your family or your hired laborers, and in the case… |
Sequence 346In addition, diversified crops don't require the same soil and climatic conditions. With diversification, now farmers… |
Sequence 347started to have threshing floors, presses, small little agricultural production centers right on their farms or shared by a… |
Sequence 348Classical culture did not create pyramids; it did not create great houses for mummi- fied remains of leaders. Most of the… |
Sequence 349I'm a military historian by training. The battlefield is the ultimate laboratory of an idea. I hate to say that, but it… |
Sequence 350We have that legacy of dynamism in the West, for good or for evil. The danger for a Western army is always another Western… |
Sequence 351In the Hellenistic period we will see farms of 5,000, 10,000, 15,000- the largest I know of was over 70,000 acres in Egypt.… |
Sequence 352you look at the long history of the West, that's the fight for the Western soul, and usually the period of the classical… |
Sequence 353start to see that Mexico developed in a way that did not completely embrace this Western paradigm. I can tell you that… |
Sequence 354was very well-meaning. But as soon as people got capital for them- selves, what did they do with it? Did they go out and buy… |
Sequence 355to follow an indigenous Aztec pattern of development. That's a very cruel thing to say, but it's absolutely true.… |
Sequence 356all of you as teachers should remember one thing: Your allegiance is not to make people feel good but it is to the truth.… |
Sequence 357going to pick the "nice" one and then complain that people can't give them good organic fruit. They… |
Sequence 358Students operating apple press 336 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 359EMERGING PSYCHOLOGICAL CHARACTERISTICS OF FARM LIFE by Victor Davis Hanson with a response by Larry Schaefer Small-scale… |
Sequence 360And he said, "Well, you've got this Wal-Mart." Well, Wal-Mart in California-I suppose it's the… |
Sequence 361I said, "Yeah, democracy can be a terrible thing." He just stopped. He said, "What did you say?… |
Sequence 362Selma. Wal-Mart doesn't care. All they care about is that you have fifty- nine cents in your pocket and you're the… |
Sequence 363balance is the profile of the agrarian: The agrarian alone understands that proper balance. We go back to the image of… |
Sequence 364and was put in jail and they confiscated his tractor-a big scandal in the southern San Joaquin Valley. About that same time in… |
Sequence 365had obviously briefed When children grow up farming, they start to himthatpeoplewereflee- see natural laws that exist that… |
Sequence 366What tragedy from the agrarian experience does is to teach a stu- dent that there are certain terrible things in the world… |
Sequence 367within a citizen is to bring a skepticism. And citizens then bring that skepticism to everything-like Bill Clinton's… |
Sequence 368He said, "Oh, no." I said, "That's just a law. It's a canon. You can't escape it. It… |
Sequence 369even made some money on it. Then one May, right before we were going to pick it-it was absolutely beautiful-the whole orchard… |
Sequence 370There always must be this knowledge in a young person about the tragic nature, what the Greeks called the ephemeral existence… |
Sequence 371three hundred and you've got two hundred. What did you do wrong?" Or when I had these plum trees, thegreattrag… |
Sequence 372do something wrong now, no one is supposed to know about it. If you go into the Selma high school and you write your name or… |
Sequence 373is true that if a person blows a cylinder in a tractor right during harvest, someone will step forward. Farmers are the most… |
Sequence 374become a mechanic. They become less connected with the land. They use capital from off the farm to subsidize losses on the… |
Sequence 375carefully-not only admit that they lose money on the growing; they welcome it. They like that loss, because that means… |
Sequence 376Criticism of democracy has ea used the biggest trouble in my own life-not only in reviews but also after lectures-and some… |
Sequence 377Of course, we don't have too many of these areas in this country where this small farm area exists-except in Wisconsin,… |
Sequence 378moment you saw him. He stands out; he looks a farmer. He dresses differently. He's hard and strong and full of purpose.… |
Sequence 379tivated, where there is a clear distinction between success and failure, where an individual's success is based on merit… |
Sequence 380affluence, and materialism. But I do think that these pockets of educa- tion, the kind of education that you engage in, can… |
Sequence 381happen. But the reality is that probably a.ll of the schools in this room, or the majority of them, are in urban environments… |
Sequence 382deed, suspicion of cant and fad, time-honored values, all of these things can be applied in different non-agrarian directions… |
Sequence 383it's dirty. It is. I think I agree with you absolutely, as long as we don't glorify that savagery. We just recognize… |
Sequence 384sary and good, but they won't reduplicate in total the agrarian expe- rience. Q: Along with the positive values that… |
Sequence 385is a wild savage. The farmer has to work with nature and grow things, and he is civilized, but because of that he's not a… |
Sequence 386364 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 387THE FARM EXPERIENCE: ITS IMPORTANCE IN A CHILD' s LIFE by Richard Barker Richard Barker's pioneering work in… |
Sequence 388simplification to suggest that today's "growing up" problems could be solved by a return to the rural… |
Sequence 389the young child to this kind of society implants a model in the child's mind, an image upon which she or he can later… |
Sequence 390passing from one stage of independence to a higher by means of their own activity through their own effort of will. (From… |
Sequence 391microcosm. They re- semble a child's aquarium. In his au- tobiography, Loren Eiseley writes that his most important… |
Sequence 392deeper and ask what specific character traits might be developed through a child's work with plants and animals in… |
Sequence 393Routine care of plants and animals develops the habit of being a responsible participant in the community-a form of… |
Sequence 394you had finished your work. And with most things, you didn't have to ask where they came from because you knew. You had… |
Sequence 395not whether the schools were better or worse after the changes, but that there was a deeply felt need for reform based on the… |
Sequence 396• Children too need to feel that what they do is necessary, important and appreciated ... that feeling came across strongly… |
Sequence 397in their own work replicate the spirit that motivates us here at Lamberene." A.S. Neill, in a conversation with Pat… |
Sequence 398376 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 399e. 1/ie .JI~ M~ ujaJUH, Schoo-/, THE FARM IN MONTESSORI ADOLESCENT HISTORY: THE FIRST YEAR by Laurie Ewert-Kroeker Laurie… |
Sequence 400We have been on the Farm fora year. We planned and prototyped for three years (more, really), but none of that planning could… |
Sequence 401We all underestimated how big it would get, how much support and interest it would generate locally, nationally, and… |
Sequence 402But life was also more fun. You didn't want to miss anything. Some crucial revelation might occur, some breakthrough with… |
Sequence 403students and their families, neighbors, local volunteers, teachers and administrators from other schools, people who saw the… |
Sequence 404Fuu-TJME STAFF David Kahn: program director, administrator, admissjons direc- tor, recruiter, publications director,… |
Sequence 405PART-TIME OR OCCASIONAL STAFF AND EXPERTS Ken Miller: advanced algebra teacher Barbara Kahn: book group leader, occasional… |
Sequence 406TYPICAL DAILY SCHEDULE Morning 7:30: Morning animal feeding/stall cleaning/ cow milking 8:00: Breakfast 9:00: Start of… |
Sequence 407OCCUPATION PROJECTS 2000-2001 Cow Study: Inseminated cow Chicken Study: Designed and helped build chicken coop; purchased… |
Sequence 408HUMANITIES PROJECTS 2000-2001 Study of the Maya I. Study of Living Things II. Technology and the Building Up of Civilization… |
Sequence 409CREATIVE EXPRESSION PROJECTS Modern Dance (I, II) Drawing /Sketching/ Environmental Art Guitar Instruction Basket Weaving… |
Sequence 410------------------------------------ WEEKEND ACTIVITIES Religious Services (some) Trail Riding (every Saturday) Farm Work… |
Sequence 411COMMUNITY FARM PROJECTS (OUTSIDE OF OCCUPATIONS) Canned Tomatoes Pasteurized Eggs Built Chicken Coop Repaired/Painted… |
Sequence 412CHORE LIST (FOR BOARDERS) Feed animals morning Milk cow Feed animals evening Collect and pasteurize eggs Take out compost… |
Sequence 413The NAMTA Journal 391 |
Sequence 414392 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 415HERSHEY MONTESSORI FARM SCHOOL, 2001: UNMASKING INDIVIDUAL TRUTH by David Kahn After one year of farm school operation, Mr.… |
Sequence 416stance, is a perpetual variable. If the maple sugaring expands its harvest, food processing expands. The more animals, the… |
Sequence 417The new farm community with its diversity of activities addresses the adolescent's need for wholeness-feeling whole. The… |
Sequence 418cence is the discovery of a character being born. Character is an inevitable synthesis of the adolescent's previous life… |
Sequence 419Unmasking In our first year, the coming together of forty-one adolescents under a single roof on the farm ignited a dynamic… |
Sequence 420about yourself, the more you would be accepted for your fears, exag- gerations, even indiscretions among peers. The… |
Sequence 421Daisy, farm duty, kitchen duty, mopping the floor, putting on a production, erecting fences, building a bridge,… |
Sequence 422Social Integration It is clear that the adolescent thrives in an environment where there are a variety of adults, a variety… |
Sequence 423by the written word, by video, by oral tradition. The preservation and documentation of the collective memory ofErdkinder… |
Sequence 424that the student's memory is rich, full, and innocent. The student's own take is that the student's individual… |
Sequence 425some misbehavior. But by the end of the year, Arthur softened. He could make things with his hands. He welded a hanging rod… |
Sequence 426engaged personae that had formed was inescapable. Change then was both social and individual. APPROACHING NORMALITY: A STATE… |
Sequence 427Ben: When we were all leaving on the last day. David: Tell me about it; what made it sink in? Ben: When his morn and sisters… |
Sequence 428THE FUTURE OF ERO KINDER The school where the children live, or rather their country homes, can also give them the… |
Sequence 429Montessori, Maria. The Secret of Childhood. 1936. Calcutta: Orient Longmans, 1966. Standing, E.M. Maria Montessori: Her Life… |
Sequence 430Aristotle 408 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 431WHAT DOES IT MEAN TO STUDY THE HUMANITIES IN A FARM SCHOOL CONTEXT? by Laurie Ewert-Kroeker Laurie Ewert-Krocker's… |
Sequence 432Our job is not to teach history, not to cover a certain amount of information, which will result in the student's… |