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Montessori USA History Part 4 - The Interregnum

In previous parts, we wrote: The genesis of the Montessori movement in the USA can be traced to five pertinent developments: Americans visiting Montessori schools in Rome (some training with her), the publication of Montessori’s books in the USA, the first journalistic articles on the Montessori phenomenon appearing in the USA, the support of famous individuals, and Montessori’s visits to and tours across the USA. In part 3 we averred: The strength of the Montessori method has four unassailable sources: Montessori was a genius in the true sense of the word. Her excellent mental powers led to the creation of ideas that had breadth and depth. She made science the foundation of her method. With science on her side, the future was with her.   She mastered her terrain by studying and researching widely. Most of her important ideas grew out of an intellectual struggle against many fields of learning. The crux of her method was the scientific observation of the child and making such observation a hallmark of the role of her teachers. THE INTERREGNUM  Circa 1918, US news media made only scant references to Montessori and the Montessori Method. The maddening excitement had given way to despair. For about 40 years, no one took up the cudgels against Professor Kilpatrick’s broadside. 1918 to 1960 Can be seen as the Interregnum Years of the Montessori movement in the USA. In 1925, there were 1000 Montessori schools in the US; this number fizzled out until only a ‘few schools’ remained. (Gutek) From the 1920s to the 1960s, the Montessori flame was kept burning in a few Catholic Montessori schools. Nancy McCormick Rambusch In 1953, a member of the Catholic church, Nancy McCormick Rambusch, stepped up to the plate.  She travelled to Paris to attend the Association Montessori Internationale (AMI) Tenth International Congress. She became friends with Mario Montessori, then the Executive Director of AMI, and took a training course in London. Back in the US, Rambusch energetically promoted the Montessori Method to a now more receptive audience. Her efforts led to the establishment of Whitby School in Greenwich in 1958. She also launched a teacher training program and founded the American Montessori Society (AMS). The phoenix shook off the ashes and started to rise. (Public Montessori gets its start in Ohio, by  Marta Donahoe, Julie Kugler-Ackley, and Mary Lisa Vertuca, fall 2019). By the end of the 1950s, over two hundred Montessori schools and several large training schools were functioning. (Gutek, p.40) The phoenix had arisen. Nancy McCormick Rambusch

THE MONTESSORI PHOENIX IN THE USA  The Interregnum Years reminds very much of the engrams that Montessori had written extensively about. This period was much more than a time of quiet; it was a period of gestation, one in which a nation digested the Montessori theories and experiences that they had shared before. It was a time for reflection and evaluation. It was a time that prepared for a new Montessori wave, one based on a deeper understanding of the profound Montessori principles. A wave that is unstoppable and poised to reinvigorate the Montessori movement across the world. LOOK OUT FOR PART 5 - FROM PHOENIX TO SOARING EAGLE  SOURCES: Montessori A Modern Approach, Paula Polk Lillard, 1972 Montessori Comes to America, Phyllis Povell, 2010 The Montessori Method, New York, 2004, Gerald Lee Gutek Public Montessori Gets Its Start in Ohio A roll call of famous Montessori names by Marta Donahoe, Julie Kugler-Ackley, and Mary Lisa Vertuca Posted on 4 October 2019, by Public Montessori Links to Previous Posts of the Montessori  Movement - USA History: Part 1: A Beacon of Hope Part 2: Clamoring for Educational Solutions Part 3: The Educational Establishment Bites Back Free Resources and Information: Fun & Interactive Montessori Quizzes Montessori Books & Lesson Plans Montessori Terminology Latest News Post - Montessori Powers on at Full Throttle Discussion Forum: A platform to discuss everything Montessori related Read the full article

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Montessori USA History Part 3- The Educational Establishment Bites Back

In Previous parts we wrote: The genesis of the Montessori movement in the USA can be traced to five pertinent developments: Americans visiting Montessori schools in Rome (some training with her), the publication of Montessori’s books in the US, the first journalistic articles on the Montessori phenomenon appearing in the US, the support of famous individuals, and Montessori’s visits to and tours across the US. PROFESSOR KILPATRICK, THE MONTESSORI KILLJOY  The crescendo of Montessori exuberance in the USA would not go unattested. Vested interests in the newly found status quo in the milieu of progressive educational theory reacted to defend their turf, with great initial (but superficial) success. Leading the onslaught was Professor Kilpatrick of the Columbia University Teachers College. It is interesting to note that at the time progressive theories of education dominated the university teacher training programs and that the heaviest attack on Montessori had come from such progressives. Kilpatrick felt that he was defending the views of mainly John Dewey,  who was recognized as the foremost educational theorist in the US at the time. Interestingly, Kilpatrick had visited Montessori’s school in Rome and had an interview with her. For elaborate treatments of the Kilpatrick critique, please consult the sources listed below. Here we will make some passing remarks.

Kilpatrick’s main criticisms can be listed as follows: Many of her techniques and theories were outdated He was dismissive of teaching children reading and writing before the age of six. Her academic expectations for infants and toddlers were unrealistically high Her view of inner development caused her to neglect the importance of education as a series of transactions between the child and the environment, important for intelligent adaptations Not providing or specifically encouraging group work, the Montessori method was neglecting the development of social intelligence and problem-solving skills The Montessori materials were too narrow and limited, and removed from the child’s social needs Children’s creativity and imagination were not sufficiently stimulated The activities of practical life were useful, but not in the way they  were conceived by Montessori He rejected sensory education as useless This negative critique had the effect of smashing the Montessori movement in the US, and insulating the formal teacher training establishment from Montessori’s influence. His critique consolidated the dominance of the views of John Dewey, himself, and other educational progressives , and they could breathe more easily for a few decades. William Heard Kilpatrick

THE PROOF OF THE PUDDING IS ALWAYS IN THE EATING After progressives holding sway over the education system for decades, what has been the results on the ground? Has Professor Killjoy been vindicated? To answer our rhetorical question, we quote and summarize extensively from Lillard(1972): “...America was a disenchanted land educationally in the late 1950s." The results of the education system were alarmingly poor.  After 12 years of schooling, a ‘significant’ number of students could not read beyond the most rudimentary level. School dropout rates were very high. High functioning students were stultified because they were forced to ‘play the game’. It was the time when Sputnik soared across the American skies, heading for space to rocket the US’s great nemesis, the Soviet Union, into space history. Americans were aghast, how did they fall behind? One of the areas that were brought into sharp focus, was the education system  - what kind of students have 'we' been producing?  Since the 1940s, new discoveries in the laboratories of psychologists and physiologists led to a great rethinking of psychological and educational theories. “...these discoveries began to substantiate, one after the other, the very Montessori theories and practices that had been so dissonant with previously accepted educational and psychological theories.” Lillard goes into extensive details about how the developments in psychology, educational theory and science have been vindicating the Montessori method from various directions. By the mid-fifties, progressive education was on the decline in the US (Gutek). Professor Killjoy accused Montessori of being behind the times, yet that accusation pointed directly at himself and his tribe. In fact, this discourse shows that Montessori had in fact been far in advance of her time - and we do not hesitate to state that future developments will uncover Montessori truths that are still hidden to science, psychology, and educational theory even today. This is, in fact, a great shame on the world of academia - have they been sleeping? Sadly, this is what they tend to do until someone from outside looking in, shake them by the shoulders; their first reaction is generally to bite, scratch and claw - and they initially get away with it as they are carried by the media and other powers that be - but in the end the truth always wins, whether it takes decades or centuries. It was Montessori herself who stated that the world of science was lagging behind the educational needs of the child.  And the issue we are discussing here, proves that point. The Montessori approach has been vindicated.  Why is this philosophy so strong? The strength of the Montessori method has four unassailable sources that will continue to stand the test of time: Montessori was a brilliant genius in the truest sense of the word. Her excellent mental powers led to the creation of ideas that had profound breadth and depth, and she easily made intellectual and philosophical connections between different fields of study and between the disparate expressions of the world - living and inanimate. The Cosmic Education she expounded, reflected her cosmic intelligence. She made science the foundation of her method. With science on her side, the future would always be hers.   She mastered her terrain by studying and researching widely, being critical of most prevailing ideas. Most of her important ideas grew out of an intellectual struggle against many fields of learning and their leading exponents. The crux of her method was the scientific observation of the child and making such observation a hallmark of the role of her teachers.  Despite the critique of Professor Killjoy having been left behind in the doldrums of history by scientific research, parental ‘stubbornness’, and the excellent results of genuine Montessori schools, his critique played a vital role in educational history in general, and in the history of the Montessori movement in particular. He defended what he stood for and thereby allowed for the crystallization of ideas that could be tested over time. This was a challenge to the Montessori movement, once answered, it strengthened it theoretically. What Kilpatrick can be blamed for, was closing his mind to new knowledge and for the smug hubris, he displayed throughout this discourse.

Montessori doing her thing in front of a captive audience LOOK OUT FOR PART 4 - THE INTERREGNUM  SOURCES Montessori A Modern Approach, Paula Polk Lillard, 1972 Montessori Comes to America, Phyllis Povell, 2010 The Montessori Method, New York, 2004, Gerald Lee Gutek Links to Previous Posts of the Montessori  Movement - USA History: Part 1: A Beacon of Hope Part 2: Clamoring for Educational Solutions Free Resources and Information: Fun & Interactive Montessori Quizzes Montessori Books & Lesson Plans Montessori Terminology Latest News Post - Montessori Powers on at Full Throttle Discussion Forum: A platform to discuss everything Montessori related Read the full article

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Montessori USA History Part 3- The Educational Establishment Bites Back

In Previous parts we wrote: The genesis of the Montessori movement in the USA can be traced to five pertinent developments: Americans visiting Montessori schools in Rome (some training with her), the publication of Montessori’s books in the US, the first journalistic articles on the Montessori phenomenon appearing in the US, the support of famous individuals, and Montessori’s visits to and tours across the US. PROFESSOR KILPATRICK, THE MONTESSORI KILLJOY  The crescendo of Montessori exuberance in the USA would not go unattested. Vested interests in the newly found status quo in the milieu of progressive educational theory reacted to defend their turf, with great initial (but superficial) success. Leading the onslaught was Professor Kilpatrick of the Columbia University Teachers College. It is interesting to note that at the time progressive theories of education dominated the university teacher training programs and that the heaviest attack on Montessori had come from such progressives. Kilpatrick felt that he was defending the views of mainly John Dewey,  who was recognized as the foremost educational theorist in the US at the time. Interestingly, Kilpatrick had visited Montessori’s school in Rome and had an interview with her. For elaborate treatments of the Kilpatrick critique, please consult the sources listed below. Here we will make some passing remarks.

Kilpatrick’s main criticisms can be listed as follows: Many of her techniques and theories were outdated He was dismissive of teaching children reading and writing before the age of six. Her academic expectations for infants and toddlers were unrealistically high Her view of inner development caused her to neglect the importance of education as a series of transactions between the child and the environment, important for intelligent adaptations Not providing or specifically encouraging group work, the Montessori method was neglecting the development of social intelligence and problem-solving skills The Montessori materials were too narrow and limited, and removed from the child’s social needs Children’s creativity and imagination were not sufficiently stimulated The activities of practical life were useful, but not in the way they  were conceived by Montessori He rejected sensory education as useless This negative critique had the effect of smashing the Montessori movement in the US, and insulating the formal teacher training establishment from Montessori’s influence. His critique consolidated the dominance of the views of John Dewey, himself, and other educational progressives , and they could breathe more easily for a few decades. William Heard Kilpatrick

THE PROOF OF THE PUDDING IS ALWAYS IN THE EATING After progressives holding sway over the education system for decades, what has been the results on the ground? Has Professor Killjoy been vindicated? To answer our rhetorical question, we quote and summarize extensively from Lillard(1972): “...America was a disenchanted land educationally in the late 1950s." The results of the education system were alarmingly poor.  After 12 years of schooling, a ‘significant’ number of students could not read beyond the most rudimentary level. School dropout rates were very high. High functioning students were stultified because they were forced to ‘play the game’. It was the time when Sputnik soared across the American skies, heading for space to rocket the US’s great nemesis, the Soviet Union, into space history. Americans were aghast, how did they fall behind? One of the areas that were brought into sharp focus, was the education system  - what kind of students have 'we' been producing?  Since the 1940s, new discoveries in the laboratories of psychologists and physiologists led to a great rethinking of psychological and educational theories. “...these discoveries began to substantiate, one after the other, the very Montessori theories and practices that had been so dissonant with previously accepted educational and psychological theories.” Lillard goes into extensive details about how the developments in psychology, educational theory and science have been vindicating the Montessori method from various directions. By the mid-fifties, progressive education was on the decline in the US (Gutek). Professor Killjoy accused Montessori of being behind the times, yet that accusation pointed directly at himself and his tribe. In fact, this discourse shows that Montessori had in fact been far in advance of her time - and we do not hesitate to state that future developments will uncover Montessori truths that are still hidden to science, psychology, and educational theory even today. This is, in fact, a great shame on the world of academia - have they been sleeping? Sadly, this is what they tend to do until someone from outside looking in, shake them by the shoulders; their first reaction is generally to bite, scratch and claw - and they initially get away with it as they are carried by the media and other powers that be - but in the end the truth always wins, whether it takes decades or centuries. It was Montessori herself who stated that the world of science was lagging behind the educational needs of the child.  And the issue we are discussing here, proves that point. The Montessori approach has been vindicated.  Why is this philosophy so strong? The strength of the Montessori method has four unassailable sources that will continue to stand the test of time: Montessori was a brilliant genius in the truest sense of the word. Her excellent mental powers led to the creation of ideas that had profound breadth and depth, and she easily made intellectual and philosophical connections between different fields of study and between the disparate expressions of the world - living and inanimate. The Cosmic Education she expounded, reflected her cosmic intelligence. She made science the foundation of her method. With science on her side, the future would always be hers.   She mastered her terrain by studying and researching widely, being critical of most prevailing ideas. Most of her important ideas grew out of an intellectual struggle against many fields of learning and their leading exponents. The crux of her method was the scientific observation of the child and making such observation a hallmark of the role of her teachers.  Despite the critique of Professor Killjoy having been left behind in the doldrums of history by scientific research, parental ‘stubbornness’, and the excellent results of genuine Montessori schools, his critique played a vital role in educational history in general, and in the history of the Montessori movement in particular. He defended what he stood for and thereby allowed for the crystallization of ideas that could be tested over time. This was a challenge to the Montessori movement, once answered, it strengthened it theoretically. What Kilpatrick can be blamed for, was closing his mind to new knowledge and for the smug hubris, he displayed throughout this discourse.

Montessori doing her thing in front of a captive audience LOOK OUT FOR PART 4 - THE INTERREGNUM  SOURCES Montessori A Modern Approach, Paula Polk Lillard, 1972 Montessori Comes to America, Phyllis Povell, 2010 The Montessori Method, New York, 2004, Gerald Lee Gutek Links to Previous Posts of the Montessori  Movement - USA History: Part 1: A Beacon of Hope Part 2: Clamoring for Educational Solutions Free Resources and Information: Fun & Interactive Montessori Quizzes Montessori Books & Lesson Plans Montessori Terminology Latest News Post - Montessori Powers on at Full Throttle Discussion Forum: A platform to discuss everything Montessori related Read the full article

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The Montessori Method Powers on at Full Throttle

Interest keeps growing in the power of the Montessori Method to educate children. Recent studies place central importance on the development of executive functions as a key indicator of successful education. Executive functions are a combination of skills that fall under the categories of independence, autonomy and critical thinking.

There is a very notable article in the October 2019 edition of the Scientific American based on findings of the Montessori Method. In an aptly titled piece, ‘How to Prime Pre-schoolers for Success’, Lisa Guernsey takes as her starting point reference, “... a growing body of research is overturning assumptions about what early education can look like.” She concurs with the views of researchers that the strong development of executive functions leads “the children do better socially and academically for years afterwards”.

 A 2018 study published in the Journal of Applied Developmental Psychology, shows a clear link between the improvement in children’s executive functions and the extent to which adults give them autonomy. This discussion has renewed interest in the Montessori approach, which allows the interests of children to guide the teacher. Teaching for freedom, independence and autonomy are cornerstones of the Montessori Method.  “And several studies comparing low-income children in Montessori with other low-income children have shown that Montessori students score better on tests of executive function”. Researchers are more and more coming over to the conclusion that the Montessori Method’s emphasis on independent choices is one reason for this result. It is very interesting that in this day and age this issue is still being researched - when it should long ago have been superseded and archived.   Perhaps you'd take to take a look at our new blog series entitled The History of Montessori in the USA: Part 1 Part 2 Free Resources: Fun & Interactive Montessori Quizzes Montessori Books & Lesson Plans Montessori Terminology Read the full article

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Montessori Quiz 13: To Educate the Human Potential 7

We present - our latest quiz in the current series on the must-have Montessori book “To Educate the Human Potential”. This quiz homes in mainly on her chapters 12 & 13, in which she tells the story of the great pioneers of mankind and makes insightful linkages between our great historical events. Her theme is always, how to grab the child’s imagination. Give it a shot! If you are new to our site, why not take a crack at our fun and informative quizzes from the very beginning here. We are happy to announce that we have recently started to publish our latest series: Montessori History in the USA. Do not miss out access it here. We also have free resources and lesson plans, just click here! .wq-quiz-1626 { --wq-question-width: 100%; --wq-question-color: #009cff; --wq-question-height: auto; --wq-bar-color: #00c479; --wq-font-color: #444; --wq-background-color: #f2f2f2; } In Chapter 12, she compares modern humans with ‘natural man’. What does she call us? Modern man Man of culture Homo sapiens Correct! Wrong! What does Montessori recommend as the correct attitude towards the pioneers who brought us the knowledge that made our civilization great? We should not forget about them. Feel, and inspire in children, an admiration for them. The United Nations should create a Hall of Fame for Pioneers. Correct! Wrong! The following statement was made by Montessori, “Mentally as physically people are lazy, wanting only to enjoy life.” True False By the Pope Correct! Wrong! She tells a sweet anecdote of the ‘father of history, who was he? Herodotus Plato Socrates Correct! Wrong! What is, according to her, the fundamental principle in education? The correlation of all subjects, and their centralization in the Cosmic Plan. You cannot teach a hungry child Inclusion Correct! Wrong! In Chapter 13, which ancient civilization does she state as first to emerge? Asian Egyptian European Correct! Wrong! She refers to ‘Lord Gautama’, who was he? A Hindu philosopher A guru The Buddha Correct! Wrong! Who does she refer to as one of the wisest rulers of India? The Moghul king, Akbar Alexander the Great The British sovereign Correct! Wrong! Which culture was not among the very first ancient higher centers of learning (called Mysteries)? Greek Egyptian Babylonian Indian Correct! Wrong! Evaluate the statement: Montessori was unaware of the great contribution of Confucius to Chinese civilization. True False She was misinformed Correct! Wrong! Montessori Quiz 13: To Educate the Human Potential 7 Master Montessorian!

You have earned the title of "Master Montessorian! You can only be challenged by the very best. It has been an honour to have you take our quiz. Proficient Montessorian!

You have earned the title of "Proficient Montessorian! You seem to have sufficient knowledge of the Montessori way. We believe you have what it takes to earn our highest title. Why not have another go and take your rightful place among the Masters? Novice Montessorian! You have earned the title of "Proficient Montessorian! You seem to have sufficient knowledge of the Montessori way. We believe you have what it takes to earn our highest title. Why not have another go and take your rightful place among the Masters? Share your Results: Facebook Twitter VK Just tell us who you are to view your results! Your first name: Your email address: I consent to having form collect my name and email! The form collects name and email so that we can add you to our newsletter list. Check out our privacy policy to know how we protect and manage your submitted data. Show my results >> Read the full article

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Montessori USA History Part 2- Clamoring for Educational Solutions

Clamoring for Educational Solutions In part I we wrote: The genesis of the Montessori movement in the USA can be traced to five pertinent developments: Americans visiting Montessori schools in Rome (some training with her), the publication of Montessori’s books in the US, the first journalistic articles on the Montessori phenomenon appearing in the US, the support of famous individuals, and Montessori’s visits to and tours across the US.

THE FIRST MONTESSORI ASSOCIATIONS IN THE US The growing interest in the Montessori method led to the formation of the Montessori Educational Association (MEA) in 1913. Many luminaries were involved with this association - Mabel Bell was the founding president, and Margaret Wilson (the president’s daughter) the founding secretary.  Dr Montessori recognized the association and worked closely with them. By the middle of the following year, the association had several hundred members. Its main objective was to disseminate Montessorian views and to assist with the development of Montessori schools and teacher training. They published a journal called the Bulletin. After the National Montessori Promotion Fund was established by Montessori herself, the MEA decided to dissolve in 1916.

Margaret Wilson, Founding Secretary Of the Montessori Educational Association At the end of her second tour of the US, Montessori founded the National Montessori Promotion Fund, with herself as the chairperson and Helen Parkhurst as the resident chief administrator. Later, Parkhurst and Montessori had a fallout and the former left Montessorianism and promoted the Dalton plan, her child-centered initiative. McClure AND McClure's MAGAZINE PAVED THE WAY In the early 1900s, Montessori’s leading promoter in the United States was Samuel S. McClure, owner of the popular and stimulating McClure’s Magazine. It cannot be denied that he was in awe of the Montessori method and saw it as the future of education in the US with himself playing an instrumental role in that history. As a businessman, he also saw it as a new road to financial glory.  In the two years leading up to Montessori’s first visit to the US, “McClure’s Magazine ran a series of laudatory articles on Montessori and her method; for a time, the magazine featured a monthly section entitled the Montessori Department. Touting Montessori as an ‘educational wonder worker,’ McClure proclaimed that the development of the Montessori method marked ‘an epoch in the history of education and a turning point in the lives of all who take part in it.’ Ellen Yale Stevens, principal of the Brooklyn Heights Seminary, praised McClure’s efforts in bringing Montessori to an American audience: "For the first time, I believe, in the history of educational thought, a new movement has come to the front through the medium of a popular magazine instead of employing a scientific treatise by a specialist in education, which would naturally have limited appeal. The result of this is that the interest of the whole country has been aroused, not only in the work of Dr Montessori in Italy but in the present state of education in this country." (The Montessori Method, p.25 New York, 2004, Gerald Lee Gutek ) Due to business-related developments, he was forced to sell his magazine but remained an ardent supporter of the Montessori movement. Armed with the support of many key US Montessorians (and the support of the Montessori Educational Association), he travelled to Rome in 1913 and persuaded Montessori to visit the US on a speaking tour in a joint program with him. This led to a most remarkable event in the American Montessori annals. It was due to his ambitious financial expectations that an unbreachable rift occurred between him and the source of his admiration. By Mid-April 1914, the McClure era in the US Montessori movement had come to a sad end; however, he made a contribution that should not be forgotten. MONTESSORI’S 1913 AND 1915 US VISITS By the time of Montessori’s first visit in 1913, the US was home to over 100 Montessori schools (she stayed there for most of December). She received a very warm welcome and was feted by famous politicians and social thinkers; she was given a reception at the White House and gave talks across the US to huge crowds (including at the famous Carnegie Hall, where over 1000 people had to be turned away ). She returned to Rome after a very successful tour, which had generated renewed interest in all things Montessori. The success of this visit and the Montessori clamor in the US that had followed it prompted her to make another visit in 1915. This time she stayed for two years - her son, Mario, had accompanied her. This visit was sponsored by the National Education Association (NEA) the massive professional teachers association of the US. She visited the US a few times after that in her personal capacity, the last visit being in 1918.

Carnegie Hall    A ROLLING WAVE  The five pertinent developments that established the Montessori movement in the US, were crowned by Montessori’s tours. Enthusiasm soared and the number of Montessori schools kept growing in leaps and bounds up to just before 1920. The period, 1910 -1920 is appropriately called the first wave of Montessorianism in the US by Gerald Lee Gutek (2004). LOOK OUT FOR PART 3 - THE EDUCATIONAL ESTABLISHMENT BITES BACK SOURCES: Montessori A Modern Approach, Paula Polk Lillard, 1972 Montessori Comes to America, Phyllis Povell, 2010 The Montessori Method, New York, 2004, Gerald Lee Gutek Free Resources: Fun & Interactive Montessori Quizzes Montessori Books & Lesson Plans Montessori Terminology Popular Post - Montessori in the Public Sector Read the full article

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Montessori USA History Part 1- A Beacon of Hope

Series Introduction The genesis of the Montessori movement in the USA can be traced to five pertinent developments: Americans visiting Montessori schools in Rome (many training with her), the publication of Montessori’s books in the US, the first journalistic articles on the Montessori phenomenon appearing in the US, the support of famous individuals, and Montessori’s visits to and tours across the US. “Among the Americans were the child psychologists Arnold and Beatrice Gesell, the publisher Samuel S. McClure, and such professors of education as Howard Warren of Princeton, Arthur Norton of Harvard, Lightner Witmer of the University of Pennsylvania, and William Heard Kilpatrick of Columbia University’s Teachers College. Some of these visitors were intent on becoming disciples who would introduce the Montessori method to their own countries; others were educational journalists who were researching articles and books about the Italian educator. Still others, such as Kilpatrick, would become severe critics.” (The Montessori Method, p.22 New York, 2004, Gerald Lee Gutek )

THE MONTESSORI GENESIS IN NORTH AMERICA The History of the Montessori Movement: USA 1909 -1911:   The Story of Tarrytown, New York, USA

Anne E. George at the first Montessori school in Tarrytown, New York US Anne E. George, a young teacher at the Chicago Latin School, was an early ‘disciple’ of the Montessori Method. She had visited Montessori’s school in Rome in 1909, during which time Montessori personally discussed the Montessori approach with her and showed her practically - in the classroom - what her method entailed. George was enthralled, and she went back to Rome the next year for an eight-month training course by Dr Maria Montessori. This made her the first US citizen to be trained by Montessori herself.  Upon returning to the US and supported by her friend, Roberta Fletcher, she directed a Montessori primary school in Tarrytown in 1911- the first Montessori school in the US and in the Americas. The school was established by one, Frank. A. Vanderlip which marked the beginning of the Montessori Movement. In 1912 she headed the school opened by Mabel Bell in her home in Washington D.C. George was quite talented and did the English translation of  The Montessori Method, first published in the US in 1912. She also translated Montessori’s lectures when the latter visited the US in 1913. The History of the Montessori Movement: CANADA -1912:

Alexander Graham Bell The first Montessori school in Canada was established by Alexander Graham Bell and Mabel Bell. (Yes, the man whose most famous invention - the telephone - ended up in our pockets or handbags). Their house was the first venue and their grandchildren amongst the first students. The Bells were acquainted with S.S McClure, the owner of McClure’s Magazine. McClure was fascinated by the impact made by the Montessori approach in Europe and used his magazine to introduce the Montessori story to the US public to initiate the Montessori Movement. Upon hearing of the Montessori Method, Graham Bell immediately became a ‘convert’. Bell was a famous critic of the traditional education system and found in Montessori a convergence with his thoughts on education, though he had never developed a system as Montessori had done. Mabel Bell and their daughter, Daisy, visited the school in Tarrytown to do their own research; very impressed, they invited Roberta Fletcher to Canada. Out of this liaison, the first Montessori school was opened in their home in Canada, in Baddeck (Nova Scotia), on 18 July 1912. Alexander Graham Bell was fascinated by the school, in particular, the children’s reactions to the method and how they learned; he had regular meetings with Miss Fletcher.

The History of the Montessori Movement: Mexico - 1962: The Montessori movement spread with the establishment of the first Montessori school in Mexico by Maria Luisa Ryan, who hailed from Chihuahua. On her travels in Europe, she came across an article on the Montessori Method in a magazine. Armed with only this magazine, this brave lady made Montessori history in her country. The school is the Montessori de Chihuahua, which opened its doors in 1962, founded by her and several parents. It is a non-profit institution and still going strong today, with under 600 students and over 80 staff members.

Montessori de Chihuahua LOOK OUT FOR PART 2 - CLAMORING FOR EDUCATIONAL SOLUTIONS SOURCES: Montessori A Modern Approach, Paula Polk Lillard, 1972 Montessori Comes to America, Phyllis Povell, 2010 The Montessori Method, New York, 2004, Gerald Lee Gutek (https://www.greatworkinc.org/orientations-2019/2019/6/23/colegio-montessori-de-chihuahua-chihuahua-mex) Free Resources: Fun & Interactive Montessori Quizzes Montessori Books & Lesson Plans Montessori Terminology Read the full article

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National Center for Montessori in the Public Sector

More than 150,000 children attend the 517 public Montessori schools currently operating in the US, and nearly half of those children live in poverty. National Center of Montessori in the Public Sector (NCMPS) has provided services to nearly 300 of these schools, reaching approximately 90,000 children. This year alone we have: Trained 198 coaches, serving 117 schools in 27 states, which adds to our total of 411 coaches, reaching approximately 50,000 children Distributed 1000+ copies of the Montessori Assessment Playbook, currently in use in more than 100 schools Served 1248 practitioners through live and online professional development workshops Released DERS 2.0, which includes easier scoring and an improved reporting template Produced an alpha version of the Developmental Dashboard, which is currently being piloted by several public Montessori schools And we couldn’t have done it without YOU! Since we began our work in 2012, your support for NCMPS has been essential, and it has taken many forms.  From financial gifts to donations of space and time to feedback on developing tools, every contribution has made it possible for us to grow from a modest start-up with three part-time staff to a dynamic, research-based solution provider serving more than 500 public Montessori schools across the nation. .   Training, professional development, publications, and reviews all require resources, which are reflected in increases to our staff, but not necessarily the cost of our services.  We work hard to keep those affordable.  And as a result, we need your help. Your support enables us to: Provide scholarships to individuals needing financial assistance for Coaches Training Continue to invest in upgrades to technology-based solutions such as the DERS, the Census, and Teach Montessori Stage national convenings at an affordable price in order to ensure the widest possible access Offer MontessoriPublic at no charge to readers Your gift, at any level, will help the National Center of Montessori in the Public Sector sustain and grow this movement that you have built!  CLICK to Support NCMPS Feel free to challenge your Montessori knowledge on our quizzes or on our latest test Quiz 12. You can also catch up on Montessori global news and articles on our blog, e.g. our latest blog entitled Montessori from Rwanda. Or maybe you're looking for free resources and lesson plan? Read the full article

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Montessori Quiz 12: To Educate the Human Potential 6

Our latest quiz in the current series (and maybe final- but who knows) on the infamous, must-have Montessori book "To Educate the Human Potential" is live. As you have already noticed, each quiz focuses primarily, but not entirely, on a chapter of Maria Montessori's book. This is exactly what our latest test does and focuses on chapter 11; everything from domesticated animals to nomads. Prepare yourself for this test by taking Quiz 11 or the prerequisites which can be found here. Or visit our blog page for the latest news, literature concerning everything Montessori here, for instance our latest blog post was about Montessori in Rwanda. Still not what you require? Perhaps you're looking for free resources or lesson plans, we have those too, right here! Read the full article

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Montessori from Rwanda

It was a happy moment when one of our researchers came across an article that features the views of the principal of a Montessori school in Rwanda. The deep tragedy that Rwanda went through in 1994 and the courageous manner in which they have been rebuilding their country since, can bring only the greatest admiration. An article in the leading Rwanda newspaper, The New Times, dated 25 September 2019, raises a very interesting educational issue, namely the question of mentors for students. John Musinguzi, the principle of Little Bears Montessori School of Kigali, Rwanda, contributed his views on this topic. We reproduce the relevant portion from the article.

“John Mary Musinguzi, the principal at Little Bears Montessori School, says a mentor closely follows the student and identifies their strengths and weakness. This helps to nurture learners’ generally. He adds that it also helps to identify hidden talents that a teacher may not realize in class. This is because a teacher has so much to do in a very short period (a lesson takes roughly 40 minutes, or 30 minutes in some cases). Musinguzi says that talents like singing, creative writing, art, among others, may require a mentor and not a subject teacher. Mentors do more, as they follow up with the learner even out of class. He states that this is a goal they are working towards in Little Bears Montessori in Rwanda. “Mentors help these children develop those talents. They also advise on which one to work on and which one to drop, especially for children who are multi-talented. That’s why we have coaches in games and teachers in charge of clubs in schools. These are some I could refer to as mentors in schools. They know much more about children than the classroom teachers,” he says. Musinguzi also says that learners need mentors to assist them in steering the intricacies of higher education, and the doubt and expectations of what higher education life has in store. Mentors can also assist learners to discover and develop their innermost passions, determine their career aspirations, and work with students to achieve them, he notes.” This is a very useful topic to ponder, it is the kind of contribution that will definitely make a meaningful change in the lives of many students here in Little Bears Montessori School, Rwanda and of course on a global scale. SOURCE: https://www.newtimes.co.rw/lifestyle/why-every-student-should-have-mentor Free Resources: Fun & Interactive Montessori Quizzes Montessori Books & Lesson Plans Montessori Terminology Read the full article

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We do not think that referring to montessori equipment as toys, is suitable as these are far toys. Montessori equipment and resource is far from simpl, as teacher require to be rigorously trined in how to use them.

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Dr Maria MOntessori is first women develope the montessori education method.One of Montessori's many accomplishments was the Montessori method. This is a method of education for young children that stresses the development of a child's own initiative and natural abilities, especially through practical play.

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We manufacture a wide range of quality Montessori materials/ equipments at competitive prices. Our quality products, exported at factory-direct prices, allow you to reduce your cost outlay. Great Montessori Materials That Are Easy On Your Budget, Affordable Montessori Materials and Equipments, Montessori Inspired Learning, Montessori at Home.

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montessori education is a methodology created by italian physician and professor Maria montessori and described its importance of charcteristics physiological,physcial, and social improvement.

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The montessori education is based on Maria Montessori scientific observation about how children learn as they progress from birth to adulthood. Montessori education not only provide bookish knowledge but they develop skill and bright future for your child.here are provide your expectation was complete for your children future.

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Montessori education method of new teching based on a self-directed activites,collaboratives play, and hands-on learning. here are some new montessori education method a new way of teaching best knolwdge provide in details.

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Montessori education method involves free activity within prepared environment meaning an educational environment tailored to basic human characteristics, to specific characteristics of children at different ages, and to the individual personalities of each child.Our Montessori education is not a profit-oriented organization. Our main aim is to provide the best practical knowledge in the world of Montessori education.