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Sequence 12it's dirty. It is. I think I agree with you absolutely, as long as we don't glorify that savagery. We just recognize… |
Sequence 1is 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 2364 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 3THE FARM EXPERIENCE: ITS IMPORTANCE IN A CHILD' s LIFE by Richard Barker Richard Barker's pioneering work in… |
Sequence 4simplification to suggest that today's "growing up" problems could be solved by a return to the rural… |
Sequence 5the 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 6passing from one stage of independence to a higher by means of their own activity through their own effort of will. (From… |
Sequence 7microcosm. They re- semble a child's aquarium. In his au- tobiography, Loren Eiseley writes that his most important… |
Sequence 8deeper and ask what specific character traits might be developed through a child's work with plants and animals in… |
Sequence 9Routine care of plants and animals develops the habit of being a responsible participant in the community-a form of… |
Sequence 10you had finished your work. And with most things, you didn't have to ask where they came from because you knew. You had… |
Sequence 11not whether the schools were better or worse after the changes, but that there was a deeply felt need for reform based on the… |
Sequence 12• Children too need to feel that what they do is necessary, important and appreciated ... that feeling came across strongly… |
Sequence 13in their own work replicate the spirit that motivates us here at Lamberene." A.S. Neill, in a conversation with Pat… |
Sequence 14376 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 15e. 1/ie .JI~ M~ ujaJUH, Schoo-/, THE FARM IN MONTESSORI ADOLESCENT HISTORY: THE FIRST YEAR by Laurie Ewert-Kroeker Laurie… |
Sequence 1We all underestimated how big it would get, how much support and interest it would generate locally, nationally, and… |
Sequence 2But life was also more fun. You didn't want to miss anything. Some crucial revelation might occur, some breakthrough with… |
Sequence 3students and their families, neighbors, local volunteers, teachers and administrators from other schools, people who saw the… |
Sequence 4Fuu-TJME STAFF David Kahn: program director, administrator, admissjons direc- tor, recruiter, publications director,… |
Sequence 5PART-TIME OR OCCASIONAL STAFF AND EXPERTS Ken Miller: advanced algebra teacher Barbara Kahn: book group leader, occasional… |
Sequence 6TYPICAL DAILY SCHEDULE Morning 7:30: Morning animal feeding/stall cleaning/ cow milking 8:00: Breakfast 9:00: Start of… |
Sequence 7OCCUPATION PROJECTS 2000-2001 Cow Study: Inseminated cow Chicken Study: Designed and helped build chicken coop; purchased… |
Sequence 8HUMANITIES PROJECTS 2000-2001 Study of the Maya I. Study of Living Things II. Technology and the Building Up of Civilization… |
Sequence 9CREATIVE EXPRESSION PROJECTS Modern Dance (I, II) Drawing /Sketching/ Environmental Art Guitar Instruction Basket Weaving… |
Sequence 10------------------------------------ WEEKEND ACTIVITIES Religious Services (some) Trail Riding (every Saturday) Farm Work… |
Sequence 11COMMUNITY FARM PROJECTS (OUTSIDE OF OCCUPATIONS) Canned Tomatoes Pasteurized Eggs Built Chicken Coop Repaired/Painted… |
Sequence 12CHORE LIST (FOR BOARDERS) Feed animals morning Milk cow Feed animals evening Collect and pasteurize eggs Take out compost… |
Sequence 13The NAMTA Journal 391 |
Sequence 14392 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 15HERSHEY MONTESSORI FARM SCHOOL, 2001: UNMASKING INDIVIDUAL TRUTH by David Kahn After one year of farm school operation, Mr.… |
Sequence 1The new farm community with its diversity of activities addresses the adolescent's need for wholeness-feeling whole. The… |
Sequence 2cence is the discovery of a character being born. Character is an inevitable synthesis of the adolescent's previous life… |
Sequence 3Unmasking In our first year, the coming together of forty-one adolescents under a single roof on the farm ignited a dynamic… |
Sequence 4about yourself, the more you would be accepted for your fears, exag- gerations, even indiscretions among peers. The… |
Sequence 5Daisy, farm duty, kitchen duty, mopping the floor, putting on a production, erecting fences, building a bridge,… |
Sequence 6Social Integration It is clear that the adolescent thrives in an environment where there are a variety of adults, a variety… |
Sequence 7by the written word, by video, by oral tradition. The preservation and documentation of the collective memory ofErdkinder… |
Sequence 8that the student's memory is rich, full, and innocent. The student's own take is that the student's individual… |
Sequence 9some misbehavior. But by the end of the year, Arthur softened. He could make things with his hands. He welded a hanging rod… |
Sequence 10engaged personae that had formed was inescapable. Change then was both social and individual. APPROACHING NORMALITY: A STATE… |
Sequence 11Ben: 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 12THE FUTURE OF ERO KINDER The school where the children live, or rather their country homes, can also give them the… |
Sequence 13Montessori, Maria. The Secret of Childhood. 1936. Calcutta: Orient Longmans, 1966. Standing, E.M. Maria Montessori: Her Life… |
Sequence 14Aristotle 408 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 15WHAT DOES IT MEAN TO STUDY THE HUMANITIES IN A FARM SCHOOL CONTEXT? by Laurie Ewert-Kroeker Laurie Ewert-Krocker's… |
Sequence 16Our job is not to teach history, not to cover a certain amount of information, which will result in the student's… |
Sequence 17But cynicism will not save humanity. The adolescent-who rep- resents the future "man in society"-must have… |
Sequence 18and faith in one's ability to contribute something unique and indi- vidual promotes greater tolerance, greater solidarity… |
Sequence 19that the framework of the study of the humanities should be the study of societies or communities-of humans and their social… |
Sequence 20students be able to choose to study any period, any person, any technological achievement at any time? There are good reasons… |
Sequence 21times, how a curriculum can be designed for frequent stays, but not full-time residence. Laurie has a class of twenty who can… |
Sequence 22appearances. Jim provided on the farm support as farm manager. We keptthe focus pretty directed, with student choices… |
Sequence 23find their own identities as emerging social beings? Did conscious- ness create a bridge between how communities of people… |
Sequence 24week visits? We decide to make as much contact with the land as possible, get out to the farm at least once a week and also… |
Sequence 25higher on the land. Expectation for moving to the farm builds. Own- ership is strong. The students help to design the lockers… |
Sequence 261. The history of living things, 2. Studies relating to human progress and the building up of civilization, and 3. The… |
Sequence 27simply too many students to do a symposium without losing their interest-even a three-day symposium-when the presentations… |
Sequence 28adolescents needed to understand history through encountering the lives of the dead and what they had to say, suggested this… |
Sequence 29HUMANITIES PART II: THE ADOLESCENT'S NEED TO DRAMATIZE, FICTIONALIZE, AND ADOPT A RoLE; THE BRIDGES BETWEEN STAGES… |
Sequence 30In some ways, it started with our election study, when two people were invited to each represent the views of Gore and Bush on… |
Sequence 31was magical. Even for the most reticent students-who were very reluctant to get up and do it-it was a moment of triumph when… |
Sequence 1My followers will surely continue without me. I just hope that they do not become victims of Epicureanism. As for the Stoics… |
Sequence 2"Life at the Farm" as a theme for their dance. But an interesting thing happened that we didn't expect… |
Sequence 3lives. This Duke was good at what he did. Very good. He was also my father. He had everything, except a wife. She died when I… |
Sequence 4Church, and I wanted a change. The castle walls were like cages: cold, dark, and dull. He gathered his armies and I gathered… |
Sequence 5king, and he needed a queen. He needed a good queen, a queen with experience. Louis and I were separated on the first day of… |
Sequence 6And in 1189, Henry died, leaving the throne to my beloved son Richard the Lionhearted. Rkhard knew he was my favorite, and… |
Sequence 7nearly fell apart emotionally when someone finished the painting of his character for him on a day when he was absent. Of… |
Sequence 8Time Periods Social Organization Ideas About Social Life HUMANmES: I Befort Hi<!My Tht Ar.and NlAt Em The l:arth… |
Sequence 9THE WHOLE OF HISTORY C/os,ial/Anfiqrnty./:mdG!wb 11 PAll'Til•n<EWORU>:500-1500 The New Cultu,., 1200-200… |
Sequence 10Time Periods Social Organization Ideas About Social Life ,----------4 The l;Jt6glrk>,ma,J The Sdeot!llc: Revclutlao… |
Sequence 11THE WHOLE OF HISTORY (continued) New F'O'f'CtS, Ns 14.ta Too Rile of Socialism ] Th, AAtiw>"… |
Sequence 1Mesopotamian recitative, players acted out roles of farmer and crafts- man, master and slave, etc., depicting their community… |
Sequence 2Tapping a maple tree 440 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 3OccUPATIONS AND THE FARM by Laurie Ewert-Kroeker The word occupation is a Montessori term which the Farm School has adopted… |
Sequence 4cut and cleared, studied the watershed and then the waste treatment system as it was being installed, made maple syrup (like… |
Sequence 5requirements of head and hand. Montessori actually says that the methods should allow the student to alternate his or her… |
Sequence 6knowing the anatomy and basic veterinary science behind what's going on with the milk production helps you to assess that… |
Sequence 7In the schedule of the week, Occupations are given entire after- noons (maybe mornings this coming year) for lessons,… |
Sequence 8Occupation Projects 2000-2001 Pigs Rabbits Chickens Cows Bees Sheep Goats Animals Plants/Soil Garden Design Woodlot… |
Sequence 9Occupation Project Design Form Student(s:) ---------- Date: Coordinator: Cosmic Agent: Topic/ Question/Task: What would… |
Sequence 10Readings: Writing Possibilities: Science Investigation Possibilities: Math Investigation Possibilities: Presentation Plans… |
Sequence 11Occupation Project Title of Project Coordinator(s): Student(s): Lessons/Presentations: Student Investigations/ Activities… |
Sequence 12Student Project Hershey Montessori Farm School Post-Project Evaluation ____________ Date Project Coordinator… |
Sequence 13What skills did you improve in the course of the project? What skills still need work? What recommendations do you have for… |
Sequence 14452 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 1So according to Montessori, the task of the educator is to "prepare an environment" with scientifically… |
Sequence 2When you have been in Montessori for a while, you begin to take the idea of a prepared environment for granted-as though it… |
Sequence 3So the position I am standing in right now is in many ways excruciatingly awkward-not only because the idea of emphasizing… |
Sequence 4them what elements they suggest for a prepared environment for adolescents. l. The adolescent must adjust to a new physical… |
Sequence 5deprive them of the concrete experience that demonstrates the abstrac- tion, or the concrete experience that makes the… |
Sequence 6respond to this need? How does one develop a sense of identity? As John McNamara has often said, the answer lies in… |
Sequence 7environment can assist with? By offering opportunities to function without parents-to take care of self, one another, the… |
Sequence 8munities like Montes- sori communities are sometimes criticized for not providing enough peer choices for stu- dents to… |
Sequence 9"Opportunity" implies "choice," and many and diverse choices allow for individual… |
Sequence 10adolescents in our culture to pursue risky behavior, but I don't accept that it's normal. What does make sense from… |
Sequence 11standing of abstract ideas in a way that seems relevant to the individual (or connected to their immediate life, their own… |
Sequence 12• The opportunity to experience a Civic Community with ample and regular forums for processing and working out problems and… |
Sequence 13REFERENCES Csikszentmihalyi, Mihaly, & Barbara Schneider. Becoming Adult: How Teenagers Prepare for the World of Work… |