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Sequence 233Joosten: It is a kind of in-service training for a regular institution, so not like we have the pre-primary and primary people… |
Sequence 234you are not good at waiting. How can you be? We are, in Europe, suffering from the defects of old age, and that is why we… |
Sequence 235tessori children, to one day be able to have a Montessori Erdkinder. But be very active. It is better to do something than… |
Sequence 236school-for those eleven years, the children went to the public exami- nation, and they didn't mind at all. And so then,… |
Sequence 237Joosten: The only thing is that you should assume obligations to the families and the children over periods of time, so that… |
Sequence 238Joosten: The individuals who would work in and for this experi- ment would work like concentric circles. At the center there… |
Sequence 239Joosten: The seventh leg is someone who really wants to do it. But it's not enough to want to. That is where we have to… |
Sequence 240they will be accepted. I think it is not-I am not good at defining personal qualities. Joosten: Let me try. They should be… |
Sequence 241experiment two or three times. And then do the same with the next three years, the senior high, fifteen through eighteen.… |
Sequence 242your child first goes on an independent shopping expedition and you shadow him. The present queen of Holland, when she was a… |
Sequence 243that it is not the full answer for setting it up, but the land is one of the things. If you get money, you will definitely… |
Sequence 244Joosten: Scientifically speaking, then already you do not have your experiment. Erdkinder Atlanta: It would be better to keep… |
Sequence 245have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with… |
Sequence 246Erdkinder Atlanta: Would it be possible to include children who have had Montessori schooling, perhaps in the primary years… |
Sequence 247Joosten: You say that the first-year children may not be able to manage more than four and a half days. You also are a mother… |
Sequence 248Erdkinder Atlanta: Danish? Joosten: Yes, there are some schools there. But these are for prestige, not yet for education.… |
Sequence 249good as its criteria and the controls and the people executing the experiment must have clarity of vision. But anyone's… |
Sequence 250Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 251Joosten: Some have disappeared and others have come in, etc. But whatever they use, whatever you see being used, will be a… |
Sequence 252foosten: But that's elementary material. Erdkinder Atlanta: So we don't have all the elementary material. Joosten:… |
Sequence 253is very important. We have to study the children to see what they do and how they do it and why they do it. We have to have… |
Sequence 254Mario Montessori, Jr. 232 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 255SOME CHARACTERISTICS OF A MONTESSORI ERDKINDER COMPROMISE by Phil Gang Phil Gang's article includes the historical… |
Sequence 256located in, or close to, a city where elementary Montessori programs already exist (see Figure 1). The urban school may or may… |
Sequence 257The entire community can become the environment for learning. Its resources, both individuals and institutions, can provide… |
Sequence 258... adolescents prove to be good teachers for small children who feel a certain repulsion for very adult personalities who… |
Sequence 259sure to have placed on them. Academically. They have exerted their own pressure upon themselves during the years from six to… |
Sequence 260The urban school that functions as a prerequisite to Erdkindercan continue to foster the same Montessori. attitudes that have… |
Sequence 261THE KIBBUTZ, Boy's ToWN, WILLIAMSBURG, AND THE MONTESSORI ERDKINDER by David Kahn David Kahn'sarticle, written in… |
Sequence 262There is a quantum leap from childhood to adolescence, most dramatic when Montessori literature evokes a residential farm… |
Sequence 263utopian drive of unspoken intensity in Montessorians. It is unspoken because raw human idealism is so vul- nerable, and… |
Sequence 264Farmer, be a free man among men, but a slave to the soil. Kneel and bow down to it every day. Nurse its furrows and then even… |
Sequence 265At the root of the Erdkinder experiment is what Montessori calls a social reform. She speaks of a valorization of personality… |
Sequence 266fruitfulness of a community. Montessori feels that this chance to work in a community of peers improves the students'… |
Sequence 267The Montessori Erd- The Montessori Erdkinder, insofar as it kinder concept is far from a is a home away from home for the… |
Sequence 268bands of children left behind from various invasions. Lots of children lost their parents because they were either killed or… |
Sequence 269The United States had an Irish priest and its own Boy's Town. Father Flanagan, the founder, took derelict, homeless,… |
Sequence 270potatoes. Those boys who were interested would work with trained adults and were given their own animals to raise and land to… |
Sequence 271The multi-age emphasis of Boy's Town is also important to the theme of love and fraternity within an adolescent community… |
Sequence 272Insofar as the Montessori Erdkinder is in loco parentis, we must provide common moral aims for the community. And although… |
Sequence 273Why not build on this "museum of machinery" concept? Why not establish a living historical village in view… |
Sequence 274awoke he found himself in the house of a farmer. The house was cool, for the mud reflected the sun. Then the hunter came out… |
Sequence 275farm life. The arts, music, history, geography, biology, chemistry, physics, literature, and the humanities can be derived… |
Sequence 276CHILDREN OF THE EARTH by Jan Koning and Fred Kelpin Jan Koning and Fred Kelp in' s interest in and commentan; about the… |
Sequence 277The ideal community for the adolescent would be a combination of a farm (where vegetables and cereals can be cultivated), a… |
Sequence 278The education of young people in a commu- nity that is not isolated but only separated from the larger society entails… |
Sequence 279The first objective is reached through experience with music, language, and "travaux artistiq11es" (drawing… |
Sequence 280After the Second World War, several secondary Montessori schools were founded in Germany. In general, they followed the same… |
Sequence 281MONTESSORI HIGH SCHOOL by H.J. Jordan Dr. Jordan, a collaborator with Maria Montessori, speaks of his conceptual framework… |
Sequence 282teaching be continued in a secondary school. Plans were devised to open a Montessori high school in Amsterdam and my father… |
Sequence 283For all that, I thought it must be possible to apply certain funda- mental principles of the Montessori method to secondary… |
Sequence 284indulge in free activities according to their own interests and at their own tempo. Moral strength is not increased by mutual… |
Sequence 285wished to take an examination, its requirements more or less obliged them to cover the stipulated curriculum. In this way it… |
Sequence 286Making mistakes should not be constantly punished with a red pencil or bad marks, from which only mistaken feelings of guilt… |
Sequence 287approach his teacher who then sets an oral or a written test to determine if the pupil does know his subjects. If the teacher… |
Sequence 288exams in mind there is a somewhat stricter working-program which, to conform to exam requirements, candidates are obliged to… |
Sequence 289The most important festivals in the school are the days of the communal Christmas dinner, arranged by the children themselves… |
Sequence 290To stimulate these qualities, each Monday morning I held a school assembly at which, after we had listened to some music, we… |
Sequence 291ciphers; and as many excellent pupils are produced by traditional schools, we must be careful not to equivocate and do… |
Sequence 292The Hershey Montessori Farm School, Huntsburg, Ohio 270 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 293WHY NOT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to… |
Sequence 294developed a program for the third plane of development. For the children at that age she created the term Erdkinder. The word… |
Sequence 295easily swayed by peers. There are intense emotions, a heightened sensitivity to criticism and a decrease in intellectual… |
Sequence 296• A boarding situation with some adults, on a farm, not too far from the city, but ina rural environment, in a farming commu… |
Sequence 297related to the farm work: studying the soil chemistry, the meteorology of the area, and the physics of the tractor motor. (If… |
Sequence 298A difficulty, certainly felt in Europe-but in this country too-is the anxiety related to curriculum: that students might not… |
Sequence 299twelve years, parents have their chance. Whatever wasn't achieved during that time cannot simply be made up. Another… |
Sequence 300farming was a romantic adventure. Then, during the war, as food was scarce, it became a very serious activity. We literally… |
Sequence 301part of my thinking. It seems that what others do around you rubs off on you. So we need not be concerned about our Erdkinder… |
Sequence 302to become ready for success in later life. Actually, Montessori main- tains that fulfilling their present needs is the most… |
Sequence 303REFERENCE Montessori, Maria. From Childhood to Adolescence. 1948. ew York: Schocken, 1973. The NAMTA Journal 281 |
Sequence 304282 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 305A HISTORICAL LOOK AT MONTESSORI' S ERDKINDER by Devan Barker Devan Barker's scholarly exploration into the German… |
Sequence 306The upshot of all of this is that the English text of the Erdkinder essay, long considered inferior and second- ary to the… |
Sequence 307movements of Germany at the time. Why attach a German name to a concept that was originally presented in Italian and published… |
Sequence 308and Holland, where the interest was greatest, Montessori told her followers that she wasn't yet ready to discuss this… |
Sequence 309Montessori lectured in Italian. The "Erdkinder" essay was included in this book by no later than the third… |
Sequence 310all contributed to a spirit of reevalua tion and reform in education that began in the last decades of the nineteenth century… |
Sequence 311reason that the twentieth century was early christened the "Century of the Child." At the same time that… |
Sequence 312university where he buried himself in theology and philosophy with an eye to the ministry, eventually finishing his doctoral… |
Sequence 313students to apprentice themselves to master craftsmen, usually school employees or experts brought to the school for that… |
Sequence 314intellectually and culturally accountable (tiichtig). They were to "think clearly, experience deeply, and desire… |
Sequence 315tantly, education were all associated almost exclusively with the city, which grew as a cultural rather than industrial center… |
Sequence 316Finally, academic learning was to be closely tied to the interests of the students and was to be thoroughly integrated with… |
Sequence 317School it is not a question of keeping the child active but of seeing that the child is impelled to activity out of its own… |
Sequence 318techniques of gardening. These courses eventually developed into multi-week excursions to the country, where fire-building,… |
Sequence 319ideas of Erdkinder out of this milieu is the thesis that the documenta- tion in this paper seeks to demonstrate. She as much… |
Sequence 320D1scuss10N The purpose of establishing that Montessori launched her own ideas against the background of the… |
Sequence 321road to achieving economic independence." A big difference, perhaps the largest difference, of the Erdkinder when… |
Sequence 322from fairly affluent families who ran away from home for the thrill of becoming street musicians and earnjng a few pennies on… |
Sequence 323Although Montessori certainly saw many benefits to placing a boarding school on a functioning farm, we have seen that her… |
Sequence 324lighted, is her emphasis on earning a wage and becoming economi- cally independent to the greatest degree possible. This… |
Sequence 325larger educational universe? How can we assure that our Erdkinder efforts might be different? What could a detailed study of… |
Sequence 326really meant is often arduous work and could potentially make prac- tical implementation more complicated, but in our desire… |
Sequence 327INTERNATIONAL BIBLIOGRAPHY OF TEXTS CONCERNING ERDKINDER Excerpted from Winfried Bohm. International Montessori Bibliogra… |
Sequence 328Secondary Literature Entries marked with an askerisk (•) are reprinted in this issue of The NAMT A Journal. Bodi, John.&… |
Sequence 329Epstein, Paul. A Montessori Program for the 7th and 8th Grade. Pamphlet. Glenndale, MD: CEkos, a Foundation for Edu- cation,… |
Sequence 330*Kahn, David. "The Kibbutz, Boys' Town, Williamsburg and the Montessori Erdkinder." NAMT A Quarterly 4.… |
Sequence 331Marchetti, Maria Teresa. "La scuola per gli adolescenti- IJI." Vita del/'lnfanzia 2.3 (1953) 7+.… |
Sequence 332Wheatley, Helen. "Erdkinder in Australia." Montessori Courier 2.3 (1990): 24-25. Wikramaratne, Lena. &… |