Montessori at the Secondary Levels

MONTESSORI AT THE SECONDARY LEVELS

childhood. Even though Montessori This is important to the entire Mon- schools have spread all over the world tessori community because, unfor- Montessori At during the last century, most schools in tunately, in the eyes of many people the United States stop after kinder- around the world, “real education” The Secondary garten. Some schools run through begins with high school. Just consider sixth grade, but Secondary Montessori the relative respect given to high Levels schools are very rare. This is begin- school teachers compared to the level ning to change as more and more of respect given to those who teach our children have been in Montessori schools open elementary preschoolers. Consider the dollars Montessori all their lives. They classes, and many have either opened contributed annually to high schools YY love school and learn enthusias- or are exploring the possibility of compared to the relative pittance tically. Montessori has been the developing middle school programs. given to early childhood programs. perfect match, but your children are approaching the age where they will have to leave Montessori if their school “The need that is so keenly felt for a reform of secondary schools doesn’t do something soon! And so you ask, “Why aren’t there any is not only an educational but also a human and social prob- Secondary Montessori programs in our lem. This can be summed up in one sentence: Schools as they town? What would it take to start a are today are adapted neither to the needs of adolescence nor middle school class at our school?” to the time in which we live.” Most Americans have the impression — Maria Montessori that Montessori is just for early

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Today, we know that this prejudice is illogical, as research supports the premise that the most important years of a child’s education are not the years of high school and college but those of the first six years of life. This is the foundation of every- thing that will follow. Illogical as this prejudice may be, it is a fact of life that Montessorians have not been able to escape. Parents in- variably look for evidence that Mon- tessori works, and the evidence that parents would find ultimately compelling is a track record of Montessori preparing students to gain admission to the finest colleges and universities. For this reason, as Montessori edu- High Schools can validate the effective- The first American secondary pro- cation slowly develops at the high ness of Montessori as a “whole” in the grams influenced by Dr. Montessori’s school level, it will finally be able to eyes of the average person. ideas, but not openly identified as take credit for those terrific young “Montessori” began to appear in the men and women that we have been The Emergence of Secondary 1940s and 1950s. Co-author, Tim sending off for generations to the Montessori Programs Seldin, attended one of the first of finest public and private high schools. these programs at the Barrie School in Think back. Do most people give cred- The first secondary schools organized Silver Spring, Maryland, which estab- it to the preschools and elementary along Montessori principles were lished its upper school in the 1950s. schools that they attended, or do they founded in Europe in the 1930s. Anne In the late 1970s, a small group of look back fondly on their high school Frank, the young girl made famous by Montessori leaders, interested in the years? For this reason alone, the expan- her poignant diaries, was a student in development of an American Montes- sion of Montessori at the high school the first Montessori high school in sori secondary model, founded the level is an important and essential Amsterdam when it was closed by the Erdkinder Consortium. This group’s trend in the future development of Nazis. At last count, there were eight discussions led to a consensus that Montessori around the world. Only the large, highly regarded Montessori High while Dr. Montessori’s vision of a resi- establishment of successful Montessori Schools in the Netherlands. dential, farm-based learning com-

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munity would be a model to work toward, schools interested in developing a modified middle school program in the interim should “My vision of the be encouraged to do so. These future is no longer schools became known as “urban- of people taking compromise” programs. exams, earning a In the 1970s, a number of early secondary diploma, adolescent programs openly identified as being “Montessori influ- and proceeding on to enced,” were established in the university, but of United States, including Near North individuals passing Montessori in Chicago, the Ruffing from one stage of Montessori School in Cleveland, independence to a Ohio, and two that are no longer in operation: the Montessori Farm higher, by means of School in Half Moon Bay, California their own activity, and the Erdkinder School near through their own Atlanta, Georgia. effort of will, which In 1982, the Barrie School constitutes the inner became the first Montessori Junior and Senior High School program evolution of the officially recognized by the Ameri- individual.” can Montessori Society. That year, — Maria Montessori the Institute for Advanced Montes- sori Studies in Silver Spring, Maryland, and the Dallas Montes- sori Teacher Education Program in Dallas, Texas, opened the first Mon- tessori Secondary teacher education programs. During the 1980s, a number of other programs for young adolescents opened in the United States and Canada, including the Francis- can Earth School in Portland, Oregon; the School of the Woods in Houston, Texas; St. Joseph’s Montessori in Columbus, Ohio; the Toronto Montessori School in Ontario, Canada; and the Athens Montessori School in Athens, Georgia. Today, perhaps half the Montes- sori schools in America stop after kindergarten, while most of the rest extend to the third or sixth grade. Montessori Middle and High School programs, however, are still very rare. We estimate that there

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are now more than two hundred al setting for young adolescents For many years the idea of a Montessori Middle School programs (twelve- to fifteen-year-olds) as they residential farm school was ex- in North America with numerous oth- transitioned physically, cognitively, plored, but considered impractical. ers in various stages of development. socially, emotionally, and morally to Montessori Secondary schools are There are approximately twenty high adulthood. now found in urban and suburban schools openly identifying them- Montessori believed the demands settings in the United States, with selves as Montessori, and a growing of puberty warranted a holiday from enrollments ranging from fewer number under development. traditional lecture-based instruction. than ten students to public school Instead of confining students to programs with more than 250 stu- Montessori’s Vision classrooms, she proposed a program dents. of the Erdkinder that would help them accomplish The cost of organizing a residen- two key developmental tasks: be- tial Erdkinder program has been Maria Montessori first proposed her coming psychologically and eco- considered far too high for any ideas for the reform of secondary nomically independent. Only then, one school to attempt; instead, education in a series of lectures given she argued, would young adoles- Montessori Middle School pro- at the University of Amsterdam cents escape from the pettiness of grams attempt to incorporate as in January 1920. They were later traditional schooling and engage many Erdkinder components as published during the 1930s as part seriously in the realities of life in possible. of her work From Childhood to society. The Montessori community look- Adolescence. Montessori envisioned the Erd- ed on with considerable interest Dr. Montessori’s model of second- kinder as a small community of in 2001 when David Kahn, Direc- ary education is based on her under- teenagers and adults located in a tor of the North American Mon- standing of the developmental needs rural setting. Here teachers and stu- tessori Teacher’s Association and learning tendencies of early ado- dents would live and work together (NAMTA), opened the Montessori lescents. In addition to conceiving throughout the year, growing much Farm School in Huntsburg, Ohio many of the reforms incorporated of their own food and manufacturing in conjunction with the Hershey into today’s most innovative pro- many of the things they would need Montessori School. Serving stu- grams for early adolescents, Montes- for life in the country, thereby devel- dents from ages twelve to fifteen, sori added a unique idea: she recom- oping a deep sense of their connec- the Montessori Farm School is a mended a residential school located tion to the land and the nature and lovely facility and an exciting project in a country setting. value of work. that has attracted widespread atten- Montessori believed that by living She envisioned students, under tion, including a substantial article independently of their families for a adult supervision, managing a hostel in the London Times. few years in a small rural community, or hotel for visiting parents. The stu- Many leaders in Secondary Mon- young people could be trained in dents would sell farm goods and tessori education believe that the both the history of technology and other products in their own store. future will lie primarily with non- civilization, while learning the practi- These farm management and store residential programs. The opening cal habits, values, and skills needed to economics would form the basis of of the Farm School, and others assume the role of an adult in today’s meaningful academic studies. like it that may follow, provides an society. The Erdkinder curriculum would opportunity to test one of Dr. Envisioning a school where chil- encourage self-expression through Montessori’s hypotheses. She pro- dren would grow their own food and music, art, public speaking, and the- posed that the residential commu- live close to nature, she called her ater. Students would also study nity, with its artificially created social program the Erdkinder, which trans- languages, mathematics, science, laboratory, will prove to be of most lates from the Dutch as “the children history of civilizations, cultures, value in the completion of the of the Earth” or “children of the and technological innovations. The development of mature, well adjust- land.” Erdkinder would possess a “muse- ed young adults. Dr. Maria Montessori proposed liv- um of machinery,” where students A piece prepared by David Kahn ing and working on a residential farm could assemble, use, and repair their describing the Montessori Farm school as the best possible education- own farm equipment. School in greater depth follows.

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The Hershey Montessori Farm School

he Hershey Montessori Farm School is located Adolescents can meet these needs through a real com- T in Huntsburg, Ohio, one hour east of Cleveland. munity experience that will offer them meaningful work — AnT outgrowth of over twenty years of Montessori ado- work that will be valued by the community itself. Real lescent practice, the Farm School is guided by Maria work. Work that challenges both the mind and the body. Montessori’s vision of a farm-based community as an Work that the culture recognizes as legitimate. Work that is optimal place for adolescents to unlock their potential made noble by being done with integrity and passion. as self-motivated, independent, and fulfilled young The Hershey Montessori Farm School integrates these learners. The Farm School vision, specifically built needs into both academic and work interests. The farm is according to Maria Montessori’s concept, focuses on an exercise in social independence; it teaches lessons of human interdependency with the natural world. In self-sufficiency. At the same time, it provides goods and cooperation with the farm and its related activities, services to the community. It provides the highest expec- and through participation in surrounding rural life tations of challenge in both academic and social develop- and commerce, students experience practical roles ment, appealing to the very different contributions each that integrate and engage academic studies, while individual adolescent has to offer. building a greater connection to society and the world. The Farm School represents the next stage of The Hershey development that begins with the prepared environ- Montessori ment of the “Young Child Community” (age 0-3); Farm School Children’s House (age 3-6); continues through the culturally expanded program of Montessori Elemen- The Montessori tary (age 6-12); and culminates with the “Adolescent Farm School is Community on the Farm” (age 12-15). a serene, awe- inspiring place, Why a Farm School for the Adolescent? on 97 beautiful, forested, rolling The Hershey Montessori Farm School serves a vital acres. It houses need for adolescents: the need for developing intel- approximately lectual abilities — abilities to abstract, conjecture, pre- 45 local, nation- dict, and create; the need for peer interaction and al, and interna- acceptance as well as mentor relationships with adults tional boarding who are not their parents; the need to form a person- and day stu- al identity, to know how one fits into the world. dents, ranging

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in age from twelve to fifteen, and acts as a resource center for local and national Montessori schools. As a program of the Hershey Montessori School, an Association Montessori Inter- nationale (AMI) school established in 1978 and located in Concord Township, Ohio, The Hershey Montessori Farm School is connected to a warm and cohesive community of parents, teachers, and infants through children aged twelve. The 24,000 square-foot main farm building is an intimate, homelike space designed to resemble an historic farmhouse structure. In addition to living, eating, and sleeping areas, the farmhouse has ample study, utility, and recreation space. The house is designed to allow the students to run the household: to cook, clean, process and preserve food, study, do artwork, reflect, socialize, and be members of a healthy community of adolescents and adults. Two families live on the farm to help build a familial atmosphere. Students also have the use of barns that house a woodwork- ing shop, performing arts-and-crafts center, and farm animals. A bio-shelter, or alternative energy greenhouse, provides shelter for plants and serves as an educational laboratory. Specialized structures designed and built by students, including barnyard sheds, a maple sugar house, creek bridges, and a produce stand, provide further laboratories for study. Students also run a bed-and-breakfast for visitors. The Farm School is a micro- economy, and all economic activities are tallied, including the harvest. Students may apply for one of nineteen managerial positions, assuming major responsibility for farm operations.

The Educational Program

The Hershey Montessori Farm School has a work and study process that emerges from direct contact with the land. The vast acres of woods and farm at Huntsburg become the “prepared environment” for the adolescent. The farm activities lead the students to a study of farm science, land management and ecology, biology and chemistry, mathematics, accounting, geometry, civilization, economic systems, algebra, physics, energy, environmental issues, and technology and information. In short, the farm activities and their features are the points of departure for formal studies, but the educational syllabus goes well beyond immediate academic extensions that arise out of farm work. The Hershey Montessori Farm School’s curriculum and instructional design are developed so that, within the farm environment, each student is exposed to and well versed in knowledge and skills common to pre-collegiate curricula. Courses of study necessary to meet these standards are available to the students if they are not accomplished through the farm’s integrated plan of study. When students graduate from The Hershey Montessori Farm School at ninth grade, they will find themselves more than adequately prepared for their remaining years of high school.

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The Administration and Faculty valued by the community, work that challenges both mind and body, work that is recognized as legitimate The Hershey Montessori Farm School has assembled a by the culture, work that has economic validity, noble faculty of AMI Montessori visionaries balanced by aca- work done with integrity and passion. Occupations demic, art, music, and trade specialists from the sur- not only fulfill the adolescents’ need to belong and be rounding area. Researched and designed since 1996 by valued, but they also provide the motivation for aca- some of the best and brightest in the Montessori field, demic study. The Hershey Montessori Farm School prototype design work has since received input from the Pedagogical “Work on the land is an introduction both to nature Committee of the Association Montessori Internation- and to civilization and gives a limitless field for sci- ale, and the Program Director is in direct consultation entific and historic studies.” — Maria Montessori with the International Center for Montessori Studies in Bergamo, Italy. The science demanded for project-based, experi- The Course of Study ence-based learning is not a subject to be covered, but rather it is knowledge to be applied for the greater Humanities (World History and English) good of the operating farm throughout the seasons. Care of plants and animals, nutrition, small building Montessori has three thematic approaches to history: construction, and simple machines are examples of The Study of Living Things; The Study of the History of specific interest centers which can generate specific Mankind; and The Study of Human Progress and the academic contexts that include zoology, geology, Building Up of Human Civilization (From Childhood to physics, ecology, chemistry, meteorology, history, and Adolescence). Following the orientation to culture sug- archeology and add up to a well-rounded and inte- gested by these themes, four representative cultures grated learning experience. that form a span of social communities extending from Thus, the occupation’s meaningful work extends ancient to modern times are selected for study each aca- to all areas of study and at the same time provides demic year. The program places strong emphasis on the adolescents with the motivation to become “experts” evolving stages of civilization — from village to mega- in specific occupational areas. Experts can apply for lopolis — with a final goal of seeing our time, place, and management positions that follow their expertise and culture as part of a continuing endeavor of the whole of give them a higher profile role in the farm’s micro- humanity. Literary works are included. The course of study uses period readings for the art of discussion (seminar tech- nique); visual arts, drama, and writing for the internal- ization and expression of philosophical values; time lines for chronological emphasis; and research papers and essay tests for challenging students to demonstrate their understanding.

Science, Occupations, and Learning by Doing

Occupations are points of engagement for the adolescent on the land. They are a source of meaningful work

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experience. At the same time, mathematics is a theoretical discipline exploring relationships between abstractions. Both theoretical mathematics and applied science address patterns and relationships, and the two studies contribute to one another. For example, science provides mathematics with problems to investigate. Mathematics provides symbolic systems to help science organize data. Mathematics also provides the structure of scientific laws and for- mulae. Technology opens up new mathematical explorations, while mathematical operations improve understanding of technology. The general goals for the utilization of both Algebra I, Algebra II, and Geometry are:

1. to utilize mathematics and real-life problem solving; 2. to increase the application of mathematical reasoning and skills to tasks and occupations on the farm; and economy. The beekeeper becomes the beekeeping 3. to model real-world phenomena manager. The pond tester becomes the pond manager. with a variety of mathematical func- The occupation converts into a “role,” and the adoles- tions. cent learns what it means to make a contribution to society. The basis for applied mathematics is the farm. The ninth graders experience a “place-based” biology Many jobs on the farm entail specific measure- course, the goal of which is to integrate land-based activ- ment: for example, quantitative analysis for feed ities with high school biology content, including such and rate of animal consumption; computation subject areas as evolution, genetics, taxonomy, physiol- of square footage for pasture in relation to live- ogy, cell structure, animal and plant behavior, environ- stock inventory and rate of reproduction; use of mental science, and biochemistry. computers for producing bar graphs, circle graphs, and line graphs to summarize produc- Fine Arts: Opportunities for Self-Expression tivity, etc. The farm micro-economy will also use business math to measure the extent of the Montessori’s original educational syllabus included a enterprise’s self-sufficiency and profit. category for self-expression through language, music, drama, and art. Adolescents must be given opportuni- Physical Education ties to channel their natural tendencies to talk, to express, and to create. The Hershey Montessori Farm Physical Education at the Farm School is found School facilitates creative projects in which the students in many areas, physical work being integral to set up their own projects in music, videography, pho- daily living. Generally, the Farm School pro- tography, drawing, drama, etc. Since coordination of motes physical activities at several levels: operations in the farm cooperative depends on sharing information, oral presentation, visual display, video Work: Farm work involves physical chores recording, and photography are a serious part of the and projects that require significant body curriculum. exertion, such as animal feeding, stall clean- ing, planting, cultivation, trail maintenance, Mathematics (Theoretical and Real World) harvesting, building structures, etc.

Mathematics is an applied science focused on the Sports: Coached team sports are available opportunities for problem solving that arise in the farm based on season and student interest.

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Specialty Electives: Running, hiking, weight-lifting, fencing, dance, tennis, bik- ing, and horseback riding are examples of rotating options to be selected by students according to their interests.

Vocational Arts

Although farm-based education includes aspects of agricultural education, the essence of the operating farm lies in the experience of community living and community enterprise, which provides a comparison to the history of civilizations both in role playing and economics. In order to be a microcosm for society, the farm must be an operating economy, a true exercise in a challenging life style, and a real attempt at self- sufficiency. The students learn to sew, grow and cook their own food, and build their own special tools and artifacts.

Computers

Computers in the Montessori environment are treated as tools and, generally speaking, are not used for assisted instructional purposes. At the farm, computers interface with the agricultural business (micro-economy), with Global Information Systems and global positioning on the land, and with fine arts especially videography, sound engineering, and photography. They are also used for Internet research and communications. The computer in the context of the Hershey Montessori Farm School is intended to serve agricultural, social, and ecological goals.

Foreign Languages (Spanish)

Spanish is taught in a multi-age classroom, consisting of seventh, eighth, and ninth graders and covers basic information appropriate for beginning and intermediate learners. Lessons are conducted in small groups and are based on both a textbook and multi- media approach. Other languages, including classical languages, may be available for small group work, upon request, depending on personnel availability.

— by David Kahn, NAMTA*

*Contact information: David Kahn, North American Montessori Teacher’s Association (NAMTA), 13693 Butternut Road, Burton, OH, 44021; (440) 834-4011.

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recently graduat- from middle adolescence (the years of ed its first senior early sexual maturity between fifteen class. and eighteen) and later adolescence The parents of (now thought to extend to as late as students at Clark twenty-five or twenty-six). In some cul- Montessori Secon- tures, childhood is followed by a dary School speak young adult stage of life. Many soci- enthusiastically eties traditionally marked the transi- about the quality tion from childhood to youth with an of the program initiation ceremony or rite of passage. and the success of By comparison, our society offers few its graduates. benchmarks that either children or These Secon- adults see as particularly meaningful, dary Montessori other than perhaps passing the dri- schools are devel- ver’s test or graduating from high oping their middle school. and high school Montessori described the young programs based adolescent years as a period of vulner- on the model of ability and self-construction. It is a time adolescent devel- marked by uncertainty and self-con- opment Dr. Mon- sciousness; it can also be an awkward tessori described time. They have to cope with emerging in her work The sexuality and hormonally driven con- Erdkinder. Other flicting emotions. More recently, ado- design elements lescent psychologists have described for today’s Mon- the pattern of physical growth as gen- tessori Middle and erally “outside-in.” The child’s feet and High School pro- hands grow before the arms and legs; grams have come the nose and ears grow before the from secondary face. There is an increase in weight, school reform ef- height, heart size, lung capacity, and forts of the past muscular strength. Coordination is a decade and recent challenge for many young adolescents insights regarding as bones lengthen prior to muscular adolescence. development. Some young adolescents are physically awkward as their A number of independent Montes- Observations on the body’s center of balance is thrown off. sori schools around the world are Nature of Adolescence As their muscular development pro- currently establishing high school pro- ceeds, many literally don’t know their grams, including: The Toronto Montes- The term adolescence is a recent own strength. sori School in Toronto, Canada; The social category. The idea of adoles- Recent studies of adolescent devel- Claremont School in Boca Raton, cence as a distinct age group within opment also suggest there are several Florida; The School of the Woods in our population developed during the “normal” overall patterns of physical Houston, Texas; the New Gate School late 1800s and early 1900s as western growth. In general, while physical in Sarasota, Florida; the Brisbane Mon- countries industrialized, established growth occurs in girls before boys, tessori School in Brisbane, Australia; laws forbidding the use of cheap child cognitive growth may occur similarly and the Athena Montessori College in labor, and required compulsory school across gender. Young adolescents may Wellington, New Zealand. Clark attendance. Unlike our society, few grow rapidly and attain their adult Montessori Secondary School, the first non-western cultures recognize young height after several months. Still at American public Montessori High adolescence (the years from eleven to twelve or thirteen, they have to learn School (located in Cincinnati, Ohio), fourteen) as a social category distinct to deal with a “new” body of a sixteen-

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year-old and the way that it affects their ship, or whether their friends will information that is understood to be social relationships with peers and stand by them. Many are also anxious communicated in strict confidence. older teens. Others grow very gradual- to make and keep commitments to Young teenagers often fail, however, to ly and require several years to friends. keep their word; young adolescents do reach their adult height and body Young adolescents are consciously not keep all of their promises. Young proportions. beginning to learn how to choose to adolescents require caring and Young adolescents have the poten- live and work interdependently. In respectful adults who prepare environ- tial for new thinking capabilities. They adult terms, interdependence involves ments in which the promises young are learning to reason hypothetically, being trustworthy and being trusted. adolescents keep result with successful plan ahead, understand analogies, and Interdependence requires being able activities that truly matter. For new construct metaphors. Concentration to give and keep your word; to be beginners in living interdependently, is, however, often difficult; young ado- someone who can be trusted and their environment must allow for lescents are easily distracted. depended on. Effective communica- moments of not keeping promises as Young adolescents are also con- tion skills, shared inquiry, problem def- key opportunities for examining inten- cerned (and sometimes overly preoc- initions, and multiple approaches to tions, commitments, and forgiveness cupied) with justice and fairness. It generating and adopting solutions rest — qualities of an interdependent life. matters and bothers them when injus- on reliability. Secondary Montessori programs are tice (as they define it) occurs. They Young adolescents seek to develop primarily intended to serve as the logi- have a strong desire to contribute interpersonal reliability. Their chief cal next step for a child who has come to and help others. It’s an age of ideal- approach for this is through self- up through the Early Childhood and ism; they assume friends, family, and expression. Amongst themselves they Elementary Montessori programs. One society can and should be perfect. talk, write notes, and also write Montessori Secondary program might Finding their place in the world is an and exchange emails. Psychological even serve an entire community, draw- enormous undertaking, and they will research documents that when teen- ing students from several different try on many roles and activities as a agers talk and pass notes to one Montessori Elementary schools. It is way to create personal identities. another, they are exchanging personal possible to accept a limited number of Friends are exceed- ingly important for most young adolescents. Friends provide one another an emotional safety net as they venture out of childhood and try out new ideas, roles, and behaviors. Friends will take new risks. To them, the gravest wrong that can occur is to have their trust betrayed by someone whom they consider a true friend. As a result, young adolescents often test one another’s friendship to determine whether or not a secret will be broken, whether a practical joke or teas- ing will end a friend-

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older students who are coming from covery-based learning; individual L The curriculum should offer a other more traditional schools, but and small-group learning projects; broad view of the world, emphasiz- only after consideration for their authentic and performance-based ing ecological interdependency, the potential success in the Montessori assessment; small advisory groups; historical development and inter- Secondary program. community service, internships, and connectedness of ideas and events, land-based studies. In addition, you and an international/multicultural The Basic Elements of a should find the following specific pro- perspective. Secondary Montessori Program gram elements in a Montessori Sec- ondary program: L The curriculum should be organ- Montessori Middle and High Schools ized as an “integrated thematic today blend various aspects of the L The curriculum is developmentally approach” connecting separate dis- Erdkinder model with elements devel- based and appropriate to meet ciplines of the curriculum into stud- oped by exemplary secondary schools the growing intellectual, social, ies of the physical universe, the during the past twenty years. For emotional, and physical needs of world of nature, and the human example, middle school students at adolescents. experience. the School of the Woods in Houston, Texas, spend one week out of every six L Students need ample opportuni- L Montessori Secondary programs do living at the school’s Land Lab, where ties for self-expression as they con- not emphasize academic competi- they study, build shelters, cultivate struct personal meaning about tion among students. The program crops, and recycle. Students in another their studies and themselves. should evaluate students on a logi- program run a baby-sitting business. cal, objective basis. Students should These kinds of “Practical Life” activities L Students should solve meaningful not be graded on a curve but rather are essential. They provide direct problems and develop logical should be evaluated individually learning experiences that involve the reasoning, research skills, and against clearly stated academic young adolescent with meaningful higher-order “formal” thinking objectives through a wide variety of learning activities. skills rather than only memorize authentic assessment techniques, Other basic elements of Montessori predigested concepts, theories, including portfolios, long-term Secondary programs include interdis- and information presented in projects, and self-evaluation. ciplinary, thematic instruction; dis- lectures and textbooks. The curriculum should allow students to L The faculty should use a variety (Below) The Adolescent Center at the learn through experience and prac- of teaching styles and modify Montessori School of Raleigh (North Carolina) tical “hands-on” application. assignments and assessment strate-

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Rear Porch

Science Art

Seminar Rooms

Seminar Room

Commons

Kitchen Entry Porch Office Seminar Room

New Gate School Design for an Upper School House 45 Students — Grades 7 & 8, 9 & 10, or 11 & 12 (Above) Working draft of the design for a Montessori Upper-School “House” developed for the New Gate School in Sarasota, Florida. New Gate’s master plan calls for the construction of several of these Houses as enrollment growth warrants. At the time this book went to press, these particular structures are scheduled for the next phase of construction.

gies to meet individual student’s L The school should be a community dents’ personal spiritual and ethical learning styles and special inter- of young people and adults based development and encourage serv- ests. on kindness, trust, and mutual ice to the community. respect. The school should support L The faculty should serve as men- young adults learning the skills of L The school should consciously pro- tors and facilitate the process as living in the adult world within a mote entrepreneurial spirit. their students learn how to ob- safe environment. serve, listen, read critically, gather New Montessori Middle School pro- information, and learn from hands- L There should be many oppor- grams typically begin with a small on experience. tunities for student participation group of seventh graders. The in the planning and operation of enrollment gradually builds in size L The faculty should consciously the life of the school community. over the years as more families strive to help their students de- and their students elect to con- velop self-esteem, independence, L Students should be introduced to tinue with the school through the responsibility, compassion, open- social issues of the community in upper level(s). This presents a tremen- ness to new experiences and which they live, both through dous challenge for many schools, learning, patience and self-disci- the curriculum and through field because parents and students are nor- pline, acceptance of others, and experiences, volunteer efforts, and mally reluctant to be part of effective and satisfying social rela- internship projects. The school what they perceive as a fragile new tionships. should consciously promote stu- program.

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Many factors contribute to this, all there is no agreement as to the The facilities that The Montessori of which are tied to our culture’s mix of ages in the middle school. Foundation helped to design for image of what a middle or senior high Some schools combine grades seven the New Gate School in Sarasota, school should look like. For example, through eight only. Florida are one example of what parents and students alike tend to Other schools define the middle would be appropriate for an estab- expect a fairly large enrollment of sev- school as grades six through eight or lished “house” of perhaps forty-five to eral hundred to more than a thou- grades seven through nine. Schools sixty students. This model is drawn sand students in which students can that extend to grade twelve may offer from a blend of many upper-school choose among a wide range of friends three mixed-age levels: grades seven facilities that the authors have visited and extra-curricular activities. And to eight; nine to ten; and eleven to over the years. yet, school-reform efforts in these twelve. Still other schools offer two Each house is centered around a large institutions are heading in the levels: grades seven to nine and ten to commons room of approximately direction of creating smaller learning twelve. 2,000 square feet. This space is communities called “houses” or Ideally, each house will have its own designed for reading and quiet study. “academies.” suite of classrooms and meeting areas. Each commons room also contains Although mixed-age groups within Most programs are forced by budget or part of the library. At one end of a classroom is an essential compo- limited space to adapt themselves to the commons there might be a small nent of all Montessori programs, existing facilities. stage used for debates, student

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presentations, guest speakers, and shower, eye wash, and a ventilated prepare their own meals. Many performances. fume hood in which students can safe- Montessori Middle School programs Several smaller rooms are adjacent ly work with potentially noxious chem- operate a small lunch business. to the commons. Three are designated icals. A sixth room houses an art studio Students purchase the ingredients, as seminar groups; each has a large and craft workshop. Creative self- prepare the day’s meal, serve and conference table and seats up to ten expression is particularly appealing to clean up, collect lunch fees, and keep participants. Another room is de- many adolescents. In addition to for- the business books. signed as a math lab. Students work mal lessons, students should be able to In the following description, Melody alone or in small groups, and the room engage in the arts as their interest, Mosby describes her Montessori is equipped with a wide range of math- workload, and schedule allow. Middle School program in Athens, ematical apparatus. The craft workshop provides tools Georgia, which combines many A fifth room serves as a science lab for building model structures from aspects of the Erdkinder model with with a large attached greenhouse. The wood, paper, and other materials. recent middle school innovations. lab is equipped for the life and physical Older students often construct dio- sciences, with corrosive-resistant work ramas, models of ancient buildings, lit- surfaces, sinks, Bunsen burners, aquar- tle machines, or re-creations of histori- (Below and opposite page) Students working ia, animal cages, and secure storage cal artifacts. and dining in the Commons Room in the for chemicals and equipment. For Finally, a small but complete kit- Adolescent Center at the Montessori School of safety, the labs will have an emergency chen is important, allowing students to Raleigh (North Carolina).

In addition to its other functions, students and teachers normally eat lunch in the Commons Room.

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Athens Montessori Middle School: A Place for the Adolescent

by Melody Mosby

magine a place where young adolescents have an opportunity II for practicing their future role in society, where meaningful work extends outside, where blue skies replace bulletin boards, where historic artifacts and experiential studies replace worksheets, and textbooks become resources. If you can imagine such a place, then you have imagined the learning environment at Athens Montessori Middle School. Athens Montessori Middle School* is a land-based model for young people, Students at Athens Montessori Middle quires preparation, and a soil test is tak- ages twelve to fifteen, who wish to con- School are not confined to a desk; rather, en to determine what nutrients are tinue their Montessori experience in a their role is very active, placing them in needed. The garden requires tilling, place where love of learning is nurtured, purposeful work and study that captivates mulching, weeding, and certainly water and the skills essential for optimal de- the mind and body of the young adolescent. in times of drought. Our nature reserve velopment of the adolescent are realized. The activities that arise from the diverse is filled with a variety of native species The school is located in a residence on geographical features on our four-acre prop- and some that are endangered. With four acres of land featuring a wood lot, erty provide students with unlimited field guides in hand, and experts to help an active stream-bed, organic gardens, valuable lessons in a range of topics from with plant identification, we have begun and an open field, where students en- botany to chemistry, geology, anthropology, the process of documenting, mapping, joy life in the open air and take on the re- anatomy, physiology, geometry, physics, and and labeling the numerous species sponsibilities and maintenance of the beyond. Academic studies are tied to thriving in our reserve. After a re- land. projects and offer a balance of both man- cent visit to the Museum of Natural This natural setting provides a quiet, ual and intellectual application. History at the nearby university, our in- serene environment for the adolescent The streambed is rich in micro- terest in endangered species was height- to balance the extremes of emotions char- organisms and macro-organisms that ened. Now, we are working with a wildlife acterizing the age. Besides the calm provide a wealth of information about the specialist to track and survey the vari- surroundings, the work on the land pro- life cycle. If the rains push debris and ous species of animal life that inhabit vides, as Dr. Montessori suggested, “an sediment into the stream, it has to be our property. introduction to nature and to civilization” cleared. Paths through the woodlands have In this way of working with our (Montessori, From Childhood to to be maintained in order to prevent further academic studies, the topics of Adolescence, pg. 69) erosion. When it is time to plant, the soil re- biology, zoology, soil chemistry, stream

Contact information: Melody Mosby, Athens Montessori School, 3145 Barnett Shoals Road, Athens, GA 30605; (706) 549-8490.

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ecology, botany, and geology become with each other on the daily maintenance weather station are taken and record- relevant, and a wider understanding of of the school and, if asked, they will express ed, the seed flats in the greenhouse are the subject matter is apparent. We are a deep sense of stewardship for their land- watered, the garden is tended, flowers not learning for learning’s sake; we are based environment. Adolescents need a are cut for the vases, and any necessary truly receiving a preparation for life. sense of place. Just as the children’s house work to prepare our land for the day is Besides the intellectual pursuits was significant to the growth of the young done at this time. this work on the land offers, many child, a special place that creates a sense of Our plan of work and study is not social experiences arise, giving the ado- ownership is critical to the optimal growth restricted by a fixed curriculum but an lescent further opportunity for nur- of the adolescent. Our adolescents work in evolving plan, which includes adoles- turing the social interest of the age. community with each other every day, cent input and interest. This year, the Decisions have to be made about the immersed in the operations of running a study of our state’s history and geogra- division of labor: Who is going to do school program. Routines are important, phy has been taken on the road. what, and how much? and we have them, but we also remain flex- Students divided themselves into groups Adolescence is a very social age ible and open ended. for this study and chose a particular when important lessons in responsi- To begin the day, students prepare by set- geographical area. After researching the bility and acceptance are learned. ting up the environment, both inside and features unique to that area, students Working closely with peers on a proj- on the land. Inside, the furnishings are made plans and arrangements for a ect is a real lesson in character build- arranged, fresh towels are laid out, fruit is regional tour. Our studies have taken us ing and social consciousness. You find washed and placed in a ceramic bowl, flow- to small towns, a granite outcropping, a out very quickly on whom you can ers are arranged in glass vases, the techni- rural sod farm, a coastal city, and the count, and who is going to give the best cal equipment is turned on, attendance is Appalachian trail. effort possible. Athens Montessori taken, academic work is checked and filed, Because our Georgia winters are not Middle School is not a boarding school, the store is opened for business, and every- extreme and the weather conditions are nor is it an environmental camp, but one prepares themselves for a productive some of the best our southern skies can students do collaborate and cooperate day. On the land, readings from the offer, we enjoy our meals together in the

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open air year round. In fact, the weath- the residents. Since then, she has created model at Athens Montessori Middle er allows for a long growing season that an inter-generational community service School, I am in very close contact with enables us to produce a bounty of food, project for interested students who want to the adolescents. I have observed in which we can sell at the farmer’s mar- spend one day a week with the retirement them the highest level of personal ket on Saturday mornings. With the prof- community. growth and academic achievement. its, we are able to purchase more seed The power of the adolescent for their This learning environment, where and supplies to keep the garden going. growth and self-knowledge is phenomenal. our student enrollment is small, where Dr. Montessori emphasized the im- They are very capable of compassion, there is personal, individualized learn- portance of economic enterprise for the empathy, and acts of an heroic nature. When ing, and where community and social enhancement of the adolescent’s self- they are placed in an environment that interaction with peers and teachers is worth. At age twelve to fifteen, most meets their needs, the noble characteristics possible provides a positive, empower- adolescents are unable to hold a job and belonging to this age emerge. As program ing climate for learning and a true earn a wage, yet the adolescent has director and teacher in our land-based place for the adolescent. reached a level of capability that can en- able them to undertake many vocations in the labor force. In fact, adolescents A typical day looks like this: were the primary labor force less than a century ago in the farming commu- 8:15 A.M. - 8:30 A.M. Start of the school day nity and in industry. By taking part in a Prepare environment and self business enterprise that compensates Community Meeting adolescents for their efforts, they can feel a sense of self-worth and realize the 8:30 - 10:15 A.M. Small-group lessons (Math and Language Arts) value of work. Personal work, which includes land management The adolescents at Athens Montessori 10:15 - 10:30 A.M. Mid-morning snack break Middle School provide a pizza lunch service each week for our school. The 10:30 - 11:45 A.M. Thematic lessons (cultural studies, science, history) students, with teacher guidance, are re- More open-work period sponsible for recording orders, serving Spanish studies. Community work is done the lunch, and accounting for income during this time, for example: accounting for lunch service, planning field trips, etc.) and expenses. The profit from the business is used to finance supplies, 11:45 - 12:00 NOON Prepare for lunch; inspiration is read special projects, and our end-of-the-year road trip. There is a great deal of satis- 12:00 NOON - 12:30 P.M. Lunch (we provide a lunch service on Friday – faction gained from this enterprise, as one of our business enterprises) well as life skills practiced. 12:30 - 1:00 P.M. Personal reflection (music is played) Additionally, students intern for one Creative expression week during the year in a local business. This intern week is a highlight for the 1:00 - 1:45 P.M. Occupational studies (wood lot, stream-bed, garden, adolescent. The self-confidence, enthu- nature reserve, maintenance on weather station or siasm, and experience they gain from grounds.) (This time is extended on most days.)

this endeavor is immeasurable. Our 1:45 - 2:00 P.M. Clean environment and prepare for dismissal parents are very supportive of this real- life experience and recognize the 2:00 - 3:00 P.M. Outdoor education valuable lessons learned. During the intern week, one of our 3:00 - 3:15 P.M. Gather together at log circle for saying goodbye students worked in a retirement home and made some strong connections with

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Secondary Montessori Teachers The teacher’s personality and ability Contemporary high school and to relate to adolescents is perhaps college admission requirements. Certified and experienced Secondary the most important element in pre- Montessori teachers are quite rare at dicting potential success. At no stage A Typical Day this time. Schools contemplating a of education is it more important that new program should plan on sponsor- the teacher become the students’ Secondary Montessori programs nor- ing one or more teachers through mentor, confidante, and trusted friend. mally do not look very much like Secondary Montessori teacher train- In traditional secondary schools, Elementary Montessori classrooms ing. The obvious alternative is to open teachers tend to see helping students because of the very different personal- the program with a staff that is not absorb the curriculum as their funda- ity of the adolescent. Adolescents trained at the secondary level. Al- mental goal. In a Montessori program, prefer interactions with their friends. though this is not something that we academic studies are balanced with In most programs, students and would recommend, new secondary emotional, social, and moral growth. teachers gather every day in Town programs may see it as their most real- The Secondary Montessori educator Meetings, where they learn how istic option. must recognize the crucial role played to work together, express their Today there are only a few programs by this process of social and emotional thoughts clearly and honestly, resolve preparing Montessori Secondary growth. disagreements, compromise, and teacher educators. Dr. Betsy Coe offers Group process and lessons in every- reach consensus. There is a real sense a MACTE-accredited, AMS-Certified day living skills are not supplemental of community. Secondary Montessori teacher educa- activities to enrich the real curriculum; The familiar Montessori materials tion program at the Houston Montes- they are in many ways the most impor- are not noticeable. When they were sori Center in Houston, Texas; Melody tant element of the curriculum. The ten, Montessori students may have Mosby is inaugurating a new program Montessori Secondary teacher should enjoyed working with the Montessori in Athens, Georgia, to train middle have a thorough understanding of: materials, but at twelve they don’t school teachers; and more are under want to be reminded of the years when development. Also, for some years, the Montessori’s concept of The they were “just kids,” and they may North American Montessori Teachers’ Erdkinder; reject the Montessori materials as Association (NAMTA) has offered a “babyish.” highly regarded summer workshop in Montessori Early Childhood and On the other hand, learning rarely Secondary Montessori education. Elementary philosophy and cur- involves passively sitting back and lis- Secondary Montessori teachers riculum; tening to a teacher talk. Students learn should not be thought of as specialists from participating in seminars, meet- in one area of the curriculum. Instead Adolescent psychology and devel- ing with guest speakers, conducting of teaching science, math, or history opment; research, performing historic re- in isolation, they integrate aspects of enactments, building models and dio- these courses of study into thematic Today’s most promising and inno- ramas, and organizing field trips and units. In small programs, one teacher vative secondary curriculum ele- internships. These experiences engage will teach all of the major subjects, ments and teaching methods; learners in constructing a personal and much as elementary teachers do. Two meaningful education and invite stu- to four teachers may form a team in Individual and group counseling dents to get involved, ask questions, larger programs. techniques; and think. The teaching team will be much Teacher-initiated group lessons are more than just teachers of specific Field studies, including running a usually brief — rarely lasting more subject matter; they are also mentors, small business, community-service than thirty minutes. Seminars and spe- counselors, and guides through the programs, land-based studies, and cialist classes are scheduled in such a learning process. A program may internships; way as to allow students large blocks of supplement the skills of the full-time time to work without interruption. core teachers by bringing in part-time The practical issues of organizing, The schedule for group activities is specialists for such areas as, for exam- structuring, and administering flexible and allows the teachers to set ple, physical education, foreign lan- alternative secondary school pro- aside the amount of time most appro- guages, drama, music, and the arts. grams; and priate for given activities.

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Many Secondary Montessori pro- ■ Essays, reports, and other (Above) A Town Meeting. grams give students study guides to assignments or projects stu- help them organize their work. A study dents complete. The World is Their Classroom guide describes the interdisciplinary theme and organizes learning experi- Many programs expect students Montessori Secondary programs will ences. Ideally, these guides are not to demonstrate a given level normally go out into the community to prepared by the teachers alone. of mastery before they are al- give their students a wide range of proj- Teachers and students should work lowed to move on to the next ects and experiences that would never together to set goals and suggest a level. Unacceptable work or per- be possible in a traditional schedule. learning path that is defined in accor- formance on tests of skills and Some schools go out as opportunities dance with each student’s individual knowledge must be resubmitted arise; others schedule one day a week learning style. Study guides typically after additional lessons or coaching. for academic extensions, breaking off identify three elements: It is common for Secondary into small groups to visit museums, Montessori programs to allow stu- galleries, the theater, university libraries, ■ Skills and knowledge that the dents to select from among the courts, government offices, and students are expected to learn; several optional learning strategies scientific laboratories. and assignments or to propose Students also use “Extension Days” to ■ Learning experiences in which another option. work on special projects or to study students engage, such as Using this approach, Secondary issues in depth. They contact and visit attending seminars or lectures, Montessori students continue government agencies, public interest books that need to be read, to learn how to prioritize, pace groups, and relevant industries, pour movies that must be viewed, themselves, and take responsibility through public records, and interview field trips to be taken, presen- for their work. These are skills that key public figures. Gradually, they tations given, lab experiments are critical to success in university assemble information and attempt to completed, tests taken, etc. and life. interpret the “big picture.”

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Example of a Middle School Assignment:

Study Guide: Presidential Politics, Cultural Revolutions, and the Korean War Cycle: Expectation Chiaravalle Montessori Middle School Program

b. Suppose these signs were on Quotation: "He hath indeed better your desk. What decisions do bettered expectation." — you make each day? How does William Shakespeare (1564- the buck stop with you? 1616): Much Ado about How do you know what is Nothing. Act 1, Sc. 1 right? Is it hard to "always do right?" Essential Questions: 3. Read the following sayings from 1. What are personal characteristics? President Truman. What does each 2. What are the characteristics of a mean? How does it fit your life? president? a. "If you can't stand the heat, Habits of Mind: stay out of the kitchen." b. "Children nowadays have too 1. Evidence: How do I know this? many gadgets to fool with and What is the proof? not enough chores." 2. Persistence: What are some c. "I always tell students alternative ways of accomplishing that it is what you learn after goals? you know it all that counts." 3. Managing Impulsivity: Have I considered all options and 4. Write your own saying and its consequences before acting? meaning.

Learning Goals: 5. Define the following terms, persons, and events: 1. Compare and contrast the presidential elections of 1948, 1960, a. Mao Zedong and 2000. b. Jiang Jieshi 2. Identify major decisions made by c. the red army Presidents Truman and Bush. d. the nationalist army 3. Describe the purposes of the e. the "Great Leap Forward" Chinese Cultural Revolution. plan of 1958 4. Define the goals of the United f. communes States during the Korean War. g. the Red Guards h. the Cultural Revolution Investigations: 6. What evidence did the Chicago 1. Define “personality trait.” Tribune use to proclaim on What are some of yours? November 3, 1948: "DEWEY DEFEATS TRUMAN" 2. Two signs sat on President Truman's desk in his White House 7. Define the circumstances that led office. One said, "The buck stops to the creation of the Washington here." The other was a quote from Post political cartoon caption: Mark Twain, "Always do right. This "REPORTS OF MY POLITICAL DEATH will gratify some people and WERE GREATLY EXAGGERATED" astonish the rest." 8. Compare the 1948 Democratic and a. What difficult decisions do Republican platforms. For whom presidents make? would you vote and why?

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Study Guide: Presidential Politics, Cultural Revolutions, and the Korean War Continued ...

9. Examine polling predictions of the 1948 presidential election. What evidence were these predictions based upon?

10. Truman made numerous decisions including: dropping the atomic bomb; desegregating the Armed Forces; promoting Truman (Above) Students study marine biology in the Caribbean in this archive photo Doctrine; enforcing the Marshall from the Barrie School in Silver Spring, Maryland. Plan; recognizing Israel; and fighting in Korea. What are some Secondary Montessori programs also arrange for their of President Bush's decisions? students to participate in field work — a combination of land-based a. In carrying out these deci- studies, community service, and internship experiences. At certain sions, how did each president points of the year, students will engage in internships in the demonstrate persistence and business, professional, or public-interest communities. Students resist acting impulsively? develop their own resumes and are expected to find their own internship position. Montessori High School students have 11. React to the following political interned in government offices; worked for Greenpeace; studied at satire piece: "2004 Presidential the zoo; and assisted in doctors’ offices, architectural firms, veteri- Election Cancelled." nary clinics, radio stations, newspapers, hospitals, retail businesses; 12. Research: or volunteered in shelters for the homeless. Many internships develop into long-term relationships. One of the unique programs a. Who decided to divide Korea in a Montessori High School is the opportunity for a wide range at the 38th parallel? of international study and travel. Montessori education is world- b. What was China's role during wide, and each program has sister schools across America and in the Korean War? Europe, Asia, Australia, and South America. There are invaluable c. How did Truman's views differ opportunities for correspondence and student exchange experi- from MacArthur’s? Was ences. Again, using Barrie as an example, students have engaged in Truman's decision to fire his travel/study programs in Israel, Canada, France, Spain, Italy, Greece, general a good one? d. How did the Korean War end? Mexico, Costa Rica, Russia, the Caribbean, Japan, and China. e. What is the relationship Montessori High Schools also sponsor camping, canoeing, and sail- between North and South Korea ing expeditions. today? f. What is the relationship Montessori High Schools between the United States and these two countries today? A number of independent and public schools now offer Montessori at the high school level. At this time, however, there is no agree- A culminating project: ment as to what defines a Montessori High School. The following Your final project involves insert about Clark Montessori Secondary School in Cincinnati, speculation. Imagine President Ohio, offers one description. Roosevelt completed his fourth term. What effect would this have had on A Montessori University the ending of World War II, the election of 1948, China, and Korea? What evidence supports your In keeping with her philosophical focus on designing learning envi- hypotheses? ronments to satisfy developmental needs, Montessori noted that university studies must help students become autonomous and

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Clark Montessori Secondary School is located in Cincinnati, Ohio* Clark Montessori Author’s Note: Our thanks to Program Director, Marta Donahoe, Secondary School for her description of Clark Cincinnati, Ohio Montessori Secondary School.

lark Montessori Secondary School* is the first public Inside Cincinnati’s Clark Montessori School.” Public School CC Montessori High School in the nation. In 2003 Clark, Montessorian/Spring 2003.) which is located in Cincinnati, Ohio, graduated its fourth These developmental needs are met with a number of planned class with 98 percent of its students college bound and one experiences including community meetings, peer counseling National Merit Finalist. The Bill and Melinda Gates responsibilities, immersion weeks, community service, inde- Foundation, in the publication Small, Safe, Sane, pendent study, and job internships. Students are expected to par- Successful Schools, recognized Clark Montessori as an ticipate in each of these experiences as well as maintain their exemplary secondary model. The small-school design studies in Clark’s rigorous academic program. Clark Montessori provides opportunities for students to learn the skills and Secondary School has earned “School Achievement,” the school values involved in teamwork and group decision making, district’s highest academic ranking. long-term project management, and service to the commu- During regular community meetings, students discuss issues nity. These skills in human development are imbedded with- and concerns. Peer counseling began at Clark in 2001, after in the challenging academic courses required of all students. students read Montessori’s essay. Teachers, along with a group of In keeping with Montessori philosophy, “Clark places a priority on developing students’ emotional competencies, building a caring community in which students feel respect- ed, cared about, and bonded to classmates. Adolescents need to feel responsible for learning and their social life. They want to be with peers, but they need support and clear expectations from adults. They need to enhance their personal self-esteem, communication skills, sense of community, and ability to engage in meaningful learning experiences.” (Mckenzie, G. K. [2003]. “A High School Model:

(Right) Work with the land incorporates some of the basic elements of Montessori’s proposed Erdkinder approach.

Contact information: Marta Donahoe, Clark Montessori, 3030 Erie Ave., Cincinnati, OH 45208; (513) 533-7380.

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junior students, now counsel and advise freshman; other teachers, along with a group of seniors, counsel sophomores. Advising begins with a fall camping trip and continues during the school year with twice-a-week meetings. Intersession courses are held twice a year when the entire high school stops the routine of regular coursework and holds immersion courses for two weeks. Each course has both an academic and service component. For example, a trip to Appalachia involves hiking, camping, and biological and historical studies. In a civil-rights course, freshman and sophomores travel to loca- tions in Alabama, Georgia, and Mississippi. Other courses take place at Clark School. As if the academic coursework were not compelling enough, students are coached during these immersion courses in leadership skills such as group development, decision making, and dealing with conflict. Students are required to complete two hundred hours of community service during their four years of high school. Students also complete two job internships prior to graduation. The immersion weeks, community service, and internships give students opportunities for “real-world” learning experiences. This is “Practical Life” at the secondary level. Students’ high school experiences culminate with a year-long senior project involving an in-depth study of their choice, long- range planning and implementation of the project, and a culminating exhibition. The senior project showcases the students’ individual skills acquired during their twelve to fifteen years in Montessori classrooms.

Twice a year the entire high school participates in immersion courses, which involve activities outside the classroom, such as hiking the Appalachian Trail (shown here) or rock climbing (shown opposite page).

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learn how to adapt to rapidly changing Junior and Senior High schools in North in Telluride, Colorado described the global natural and social conditions. America. However, when the founding challenge to Montessori Secondary Montessori further believed that uni- family turned the school over to the education this way: versity students should know how to care of a parent board of trustees, the achieve moral equilibrium and become board decided to replace the former “If Montessori is an effective and posi- economically independent. head with a traditionally oriented and tive approach for young children, as At this time there are no Montessori non-Montessori-trained head of school. has been well documented for ninety- universities; developing a Montessori With no one at the helm to articulate six years, then why, at the crucial junc- university experience is work still to the school’s core values and vision, ture of adolescence, would it suddenly be done. There are, however, a num- there was no longer a strong force to become less effective? ber of colleges and universities that address the concerns expressed by offer undergraduate and graduate pro- some leading families about the effec- If independence, curiosity, values of grams in Montessori teacher educa- tiveness of a Montessori education at self-direction, inquisitiveness and re- tion. Students complete a rigorous the secondary level. As a result, despite sponsibility are important for a five course of study involving Montessori many years of successful graduates, the year old, are they any less so for a six- philosophy, curriculum, methods of school transformed its Montessori teen year old? If ‘following the child’ instruction, classroom leadership, and Junior and Senior High School into a can be an effective maxim for a decade classroom teaching under the supervi- more traditional college-preparatory of schooling, should we doubt that same sion of an experienced Montessori program. child’s lead when he becomes a teen? teacher. This decision was apparently based on the school’s desire to maintain the We do not even need to cite the drum- The Challenge Facing confidence and support of parents who beaters of the crisis among American Montessori Secondary Education were primarily focused on college adolescents to make the case for admission. Presumably with the goals of Montessori high schools today. Dr. Ironically, as interest in Secondary increasing upper school enrollment and Montessori’s approach always seemed Montessori education in the United fund raising, the school entered into an to be more visionary than alarmist and States has begun to expand, many of odd dichotomy in which it now focused on the potentials of the human the most established Montessori describes itself as offering a Montessori experience more than its pitfalls. A schools find themselves facing what program through grade five, with a rig- quick survey of adolescent life today, may prove to be the greatest challenge orous college-preparatory program for however, with its intense emotional and to Montessori education. Despite grades six through twelve. Sadly, as the social pressures, alienation and some- decades of well-prepared young men United States has become more times tragic violence, would suggest and women who have graduated and obsessed with tests and accountability, that, if nothing else, the need for mean- gone on to succeed at highly competi- some leading Montessori schools have ingful education of young adults is as tive high schools and colleges, more followed a similar path to become less strong as ever. and more contemporary parents Montessori and more conventional in In the past five to ten years, it seems express fear that their own sons and their public image. that many Montessori communities daughters will not adequately be pre- The basic premise of this book is that have perceived that need and have pared by anything less than a tradition- the two approaches reflect completely taken steps toward meeting it. Drawing al, highly structured, and competitive different perspectives on education and on the examples of Montessori High college-prep program. human development: the conventional Schools developed from the 1930s The experience of one very old and approach of the highly competitive around the world, as well as from venerable Montessori school stands as school and the Montessori Way. We Dr. Montessori’s own essays, over the a prime example of this trend. The believe that while both perspectives last twenty years Montessori schools school was founded and led for more have merit, they cannot exist in one from New England to British Columbia than sixty years by a family devoted to school without leading to a confused have begun to create exciting new strong ideals and a clear educational institutional identity stemming from visions of this final stage of Montessori philosophy. Under the founding fami- this sort of inconsistent and illogical education.” ly’s leadership, the school enjoyed a educational philosophy. worldwide reputation and was recog- Jamie Wheal, Head of the Upper — Jamie Wheal, New Directions for nized as one of the first Montessori School at the Telluride Mountain School Montessori Secondary Education

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173