Language: English

Published: Carbondale, Illinois, 1966

Language: English

Published: DeKalb, Illinois, 1967

Abstract/Notes: The purpose of this study was to examine the growth of the Montessori Movement in the United States during the periods 1909-1921 and 1952-1970. The Montessori system was viewed as an innovation in American education and special attention was directed to the leaders of the movement and the role they played in its growth. The primary sources used for the initial period were the papers of Mabel Bell kept in the Bell Room of the National Geographic Society and the McClure Manuscripts housed in the Lilly Library at Indiana University. For the latter period, the following sources were utilized: American Montessori Society files, files of Whitby School, tape recordings from the American Montessori Society, interviews with Nancy Rambusch, Cleo Monson, John McDermott and correspondence with Mario Montessori and Margaret Stephensen. In addition to visits to the original Casa dei Bambini in Rome and modern Case in Italy, many Montessori schools in the United States were observed. The background of Dr. Montessori was discussed and the influences, principles and contributions of her method were examined. The period from 1909-1921 was analyzed with reference to the leadership of Maria Montessori, S.S. McClure, Mabel Bell, Helen Parkhurst and William Kilpatrick. The social, educational, political, theoretical and communications problems were examined to determine possible reasons for the demise of Montessori education in that era. The renascance [sic] of Montessori education in the United States (1952-1970) was examined with emphasis on the leadership of Mario Montessori, Nancy Rambusch, Margaret Stephenson, Cleo Monson and John McDermott. The areas of social, educational, theoretical and communications were studied for likely reasons for the resurgence of Montessori education in America. A paradigmatic schema was used to compare the role of the leaders in each period: Policy maker- Maria Montessori and Mario Montessori; Promoter- S.S. McClure and Nancy Rambusch; Organizer- Mabel Bell and Cleo Monson; Disciple- Helen Parkhurst and Margaret Stephenson; Professional Educator- William Kilpatrick and John McDermott. The qualities of leadership which led to the original demise of the Montessori Movement were: 1) Mistrust and lack of direct contact with United States educators and Montessori promoters by Maria Montessori; 2) Withdrawal of lecture and film rights from S.S. McClure by Dr. Montessori; 3) Dissolution of Montessori organizations by Mabel Bell and Helen Parkhurst because of lack of confidence in them by Maria Montessori; 5) Strong influence by William Kilpatrick (who did not believe in the Montessori method) on kindergarten teachers. The rebirth of the Montessori Movement was influenced by: 1) Mario Montessori's strong adherence to the original ideas of Maria Montessori; 2) Nancy Rambusch's proper use of leadership and timing and the formation of the American Montessori Society by her; 3) The organized efforts of the American Montessori Society and its teacher-training and public relations function by Cleo Monson; 4) The loyalty and knowledge displayed by Margaret Stephenson in running the Association Montessori Internationale teacher-training course in Washington; 5) the efforts of John McDermott to put Montessori in an American cultural context in teacher-training and professionalization of Montessori education. The writer finds strong indications for the thesis that it was the leadership which effected the growth of the Montessori Movement in the United States and recommends further research into other educational innovations in the United States such as the British Infant School Movement and Headstart with attention to the leadership.

Language: English

Published: New York City, New York, 1971

Language: English

Published: Carbondale, Illinois, 1966

Language: English

Published: [Illinois]: Illinois Montessori Society, 1963

Abstract/Notes: The complex history of Montessori’s Method spreading in the United States was signed by some misunderstandings connected with the reform of the american education system. The Method wasn’t understood in its specificity, but it appeared, in the same time, an alternative or an application of the tradition of Froebel’s Kindergarten. In those years the American pedagogical reflection tried to create an alternative to the continental tradition. For this reason the Progressive Education critized Montessori (i.e. Kilpatrick) for her spiritual and metaphysical premises but this movement couldn’t realize this project and it was inevitably connected with the tradition of European Activism.

Language: Italian

ISSN: 2039-4039

Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Language: German

Published: Nov 3, 2003