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A plan for this environment has been outlined by Maria Montessori in a pamphlet entitled “The Erdkinder and the Function of the University”. In the section dedicated to the Erdkinder, the three pivotal elements included are a farm, a hostel and a shop. These are the bare bones of an environment which can become rich, versatile and productive and, as the need arises, may expand into a veritably self-sustaining working community. Side by side with an academic education suited to young people who have gone through ‘the advanced method’ mentioned by Maria Montessori, this multifaceted environment will provide for young adolescents, side by side with academic instruction, apprenticeships in a variety of arts, crafts, trades, professions and vocations taught by experts in their field. Young people of this age, therefore, are not condemned to the anxieties of intellectual achievement as an ultimate end. They can continue to make purposeful use of ‘the hand —instrument of the intelligence’ thereby not only enhancing their intellect but, more pragmatically, enhancing their possibilities. The self-assurance acquired will allow them to develop hardiness and equanimity with which to face life’s vicissitudes.
The qualifications of the teacher of adolescents should be those required to teach in secondary/high school. There could also be vocational experts and professionals in their own field. In view of this there is no specific Montessori training required. The adolescents are provided with a prepared environment, not a school. Dr. Maria Montessori outlined the syllabus and methods without going into specific detail.
The Pedagogical Committee does not intend to establish training programmes or offer specific guidelines other than those contained in the writings of Dr. Maria Montessori herself.
For further reading on ‘Erdkinder’ the Committee recommends Appendices A & B of Montessori’s book From Childhood to Adolescence (currently published in English in the Clio Series and by Kalakshetra).