| you work on these ex-
amples it will just fit to-
gether and you'll get at
least that much, but you
won't stray… |
| "Oh, well-you mean, don't give them any?"
And I said, "Yes, don't give them any problems… |
| development is not to teach a syllabus-not even that so-called sylla-
bus that is in your albums-but
instead to be able to… |
| missed that experience. He knows how to read and write,
and has an interest in mathematics, science, geography,
and history.… |
| is to regard the child's intelligence
as a fertile field in which seeds may
be sown to grow under the heat of
flaming… |
| upon earth, that new actor. And to help the child understand and
realize the part that he has been called upon to play and… |
| portant: because they gave him the possibility of experimenting with
food, inventing and making his own clothes, imagining and… |
| being is the change agent with regard to the environment, that man has
the urge not only to adapt himself to the environment… |
| the child is given the
foundations for under-
standing the number
system on which his
first calculations will be
made. And… |
| algebra and geometry in a way that will enable the child later on to
make unlimited research. We don't divide the… |
| achievements that man has made, the achievements of service offered
by creatures one to another. And it is through this… |
| one of the things to remark is the beauty of shells. She reminds us that
all shellfish might have had the same kind of shell… |
| again?" I remember a summer night when such a thought
came to me strongly. It was a clear night without a moon.
With… |
| excitement in Jiving. Those who contemplate the beauty of
the earth find reserves of strength that will endure as long
as… |
| and animals, the story of man-preparation,
through fact, through
language, through nomenclature, through story, through… |
| adolescence and comes to adulthood. As we look around, the social
situation at the present moment often seems to be destroying… |
| knowledge has been acquired mechanically (just as you
might drop potatoes into a sack) and not by a process of
integrating… |
| NAMTA President Charlotte Kovach-Shea recognizes
Margaret E. Stephenson for her Montessori
contribution, 1980s
78
The NAMTA… |
| INDEPENDENCE
by Margaret E. Stephenson
I would like to begin by linking independence to this one definition
of man: one… |
| also think of the child in these terms, too. Life has prepared for him an
environment which he has to conquer physically and… |
| conquest, measured by the individual potential of each. (The place of
group and collective lessons must be seen in the light… |
| he achieved independence from it. Work is the answer to this conquest
of independence. The first and second planes complete… |
| The NAMTA Journal
83 |
| NAMTA Adolescent Colloquium, 1996.
Miss Stephenson is fourth from the left, back row.
84
The NAMTA Journal • Vol. 25, No. 3… |
| NOTES ON THE MONTESSORI ADOLESCENT
by Margaret E. Stephenson
I think we have encountered some gems already, which will help… |
| Montessori continues in To Educate the Human Potential:
The child of six who has been in a Montessori school has the… |
| Underlying the Montessori idea of "an aid to life" is her vision of
the child as the cosmic agent of… |
| which they can write, without tying the study to a syllabus or curricu-
lum. I also wonder if the place of the sixth Great… |
| Q:To what degree can you take the philosophical realizations of Cosmic
Education that take place in the second plane (the… |
| Miss Stephenson in the Practice Room, Cleveland Course
90
The NAMTA Journal • Vol. 25, No. 3 • Summer 2000 |
| THE ADOLESCENT AND THE FUTURE
by Margaret E. Stephenson
I have read just recently in a London newspaper the obituary of… |
| conscience, are also energies to be organized, to be regu-
lated, to be treasured and put to good use in human social
life. (… |
| importantly, as the protector of the moral and spiritual forces that
appear anew in every human being born" (… |
| potential energies were still waiting to be set free. She saw,
with ever-increasing vividness, that her method for small… |
| should be part of all the societies of the world if they were given a
chance to be themselves.
The child of the first plane… |
| through the ages. When the very first child was born, he entered into
the heritage of the prepared environment of the universe… |
| The sensorial material is a key to the environment, Dr. Montessori
said, but only if we present it for the child to use in the… |
| But there is another area of man's environment that began to grow
from his inception on earth, and which he needs to… |
| life of a group and to live it for himself, no longer so closely attached
to and dependent upon his own family.
The child… |
| limited so that they may provide keys to the sensorial exploration of
the facts of the world, which are unlimited. In the… |
| The four planes of development, as recognized by Dr. Montessori,
are four stages, relatively equal in length, in the formation… |
| Houses and Montessori elementary schools increase around the world,
there will probably come about an increasing demand for… |
| he! pin answering questions. But any work that is undertaken for the
adolescent, which attempts to implement Dr. Montessori… |
| and social problem. This can be summed up in one sen-
tence: Schools as they are today, are adapted neither to the
needs of… |
| ity." Also," a state of expectation, the tendency towards creative work,
and a need for the strengthening of… |
| In the plan she outlined, Dr.
Montessori would have the
whole life of the adolescent
revolve around the idea of
society,… |
| Then what about the tendencies of man and their relationship to
the construction that goes on in the third plane of… |
| and the Montessori elementary classroom have provided the means to
the operation of these same tendencies at the first and… |
| the stone gatherers and their geological discoveries, through the food
gatherers and their botanical discoveries, through the… |
| The level of education must be changed at this point. The
adolescent's social formation must now begin, and the… |
| individual, in particular his moral values, and second, from
the point of view of organizing the individual possessed of… |
| We have to transform a world with uncertain standards and
vague values, with many virtues but no clear philosophy of
life,… |
| adolescent should work in the country, not as an agricultural la borer
but on a study of civilization through its origin in… |
| In her discussion of the Erdkinder (Land-Children) and their
needs, Dr. Montessori said that it was impossible to give… |
| progress characteristic of our times"); and languages, for help in
establishing understanding between men.
Third,… |
| for humanity only if he is recognized as being the product of two earlier
planes of development.
Dr. Montessori recognized… |
| stressed that education for adolescents should address the fact that this
is the time when the child matures and becomes a… |
| Montessori concluded with these words: "The highest honor and the
deepest gratitude you can pay me, is to turn your… |
| REFERENCES
Gross, Michael. Montessori' s Concept of Personality. Diss. U
of Nebraska, 1976.
Livingstone, Richard.… |
| NAMTANEWS
NAMT A MOVES HEADQUARTERS
After ten years at the Bellflower Road address in Cleveland, OH,
David Kahn and the… |
| NAMTA publications, and became well-known at NAMTA confer-
ences. Amy Gedgaudas, who has provided editorial and administra-… |
| development, showing us what happens with the fullest realization
of human formation and development," said Mr. Kahn… |
| NAMTA CONFERENCES
FOR THE 2000-2001 YEAR
MONTESSORI' s GREAT w ORK: OUR GIFT FOR THE FUTURE
CELEBRATING 30 YEARS OF… |
| connection between head and hand is key to Montessori philosophy,
yet parents and the educational establishment clamor for an… |
| implementation across all the planes. Looking at the fundamentals-
practical life, normalization, sensorial, the hands,… |
| CLASSIFIEDS
Alabama
Well-established
(32 years)
Montessori school in Birmingham,
AL. Facilities are well-equipped &… |
| erative, non-profit Montessori school
located in the beautiful San Fran-
cisco Bay Area. For fourteen years
we have run a… |
| administrative experience, prefer-
ably in a Montessori environment.
We are looking for a dynamic, vi-
sionary leader who is… |
| (north ofOakland and south ofBer-
keley). Our second campus is in San
Mateo,onthewestsideofSanFran-
-
cisco Bay, south of… |
| Phone: 831-455-1546
Fax: 831-455-9628
MontLmCntr@aol.com
Preschool Kindergarten Teacher:
Montessori School of Linda Mar has… |
| Our school was established in
1995 and has grown to be an asset
to the surrounding community.
With overwhelming support and… |
| mail to 9126 W. Bowles Ave.,
Littleton, CO 80123. Join a terrific
team!
Job opportunity in Telluride, CO.
Small school… |
| Contact us today to learn more about preparing
for a career as a Montessori teacher.
Graduate Admissions Office, Loyola… |
| Teachers in Connecticut are the
highest paid teachers in the United
States with excellent benefits.
Qualified Applicants… |
| New Gate's mission is "to inspire
academic excellence; to nurture cu-
riosity, creativity, and imagination;… |
| parent, and one Montessori educa-
tor at a time. Weare presently search-
ing for an extraordinary elementary
guide who wants… |
| Illinois
Primary and Elementary
Montessori Teachers Needed
The Joliet Illinois Montessori
School, 35 miles south of Chicago… |
| 9-12 class and a very low turn over
of staff. Most teachers have been
with our school for over 15 years,
some much longer.… |
| Montessori Children's House, Anne
T. Riley, Administrator,
5004
Randonstone Lane, Bowie, MD
20715. Email: ARileyMCH@… |
| 243 Essex Street
Beverly, MA 01915
Fax: 978-922-0594
Susan@harborlighbnontessori.org
Thacher Montessori School,
Milton, MA… |
| AJexander Rice Esty, is listed on the
Na tionaJRegistry of Historic Places.
Reminiscent of the early Montessori
"… |
| portant is the ability to interact with
parents, students, and the commu-
nity. Weoffercompetitivesalaryand
benefits. Please… |
| Ohio Montessori Training Institute
Now ACCEPTING APPLICATIONS FOR THE 2000-2001 ACADEMIC YEAR!
• Primary level (ages 3-6)
•… |
| mary and/or elementary teacher
and a qualified administrator/
teacher to take over our 12-14 pro-
gram. Immediate VISA… |
| Seeking Montessori Certified
Teacher
Charlotte Preparatory School
seeks a teacher for 3-5 year old class
for the fall 2000… |
| Ohio, just a short commute from
Cleveland and beautiful Lake Erie.
Currentlyweofferprograrnsforchil-
dren from 18 months - 6… |
| Vermont
West River Montessori Schoo}; We
are a full-day, non-profit Montessori
preschool,located inbeautifuJSouth-
ern… |
| Founded in 1993, Salem Mon-
tessori School is looking for certi-
fied/ in-training teachers for our 2-6
yr. old programs who… |
| ... Come To The Beautiful. Pacific Northwest For
MONTESSORI TEACHER TRAINING
AMI Primary Certification
MACTE Accredited… |
| Note: a criminal check will be needed.
Please contact Mrs. Meenu
Chaudhary (Directress) at (604)224-
2633 and/ or send… |
| The community in which Tender
Years is situated is primarily lower
to middle income young families &
therefore the… |
| including pecan floors throughout.
The house has a large tree-covered,
fenced yard, a screened porch and
off-street parking… |
| Art
Music
History
MONTESSORI
SERVICES
836 Cleveland Avenue, Santa Rosa, CA 95401
A Resource For Preparing The Child'… |
| The Children
Deserve The Best
Working with Montessorians for over 65 years, we support all
major national and international… |