News From the Regions

An invitation to all members and friends of CIM: You are welcome to send information and updates about your school, teacher education program, association, conferences, events, etc. Send reports to Rittchell Yau via email at rittch...@netzero.com any time. Or, you can snail mail them to her at 416 N. Beringer Circle, Urbana, IL 61802. Photographs are welcome.

 

Region IV: CENTRAL AMERICA

 

Costa Rica

             This is a continuation of an article by Marcela Hío Soto tracing the development of Montessori education in Costa Rica.  The full report, titled Educación y paz: Un legado de solidaridad y esperanza (Peace and Education: A Legacy of Solidarity and Hope), is available now in Spanish and English through CIM, or directly from Marcela Hío Soto at a...@cariari.ucr.ac.cr.

The section presented here provides more detail on Maria Isabel Carvajal (Carmen Lyra), those who worked with her in the early years to bring Montessori to the children and families of Costa Rica and the founding of the Montessori Association of Costa Rica in 1993.

 

Peace and Education: A Legacy of Solidarity and Hope   

By Marcela Hío Soto

President, Montessori Association of Costa Rica

2007

 

Montessori Education in Costa Rica: Over 80 Years of History

A conversation with Carmen Lyra

            For a long time I too visualized Carmen Lyra only through her stories, and it was not until I became a guide specialized in Dr. Montessori’s scientific pedagogy, and the recent research on the development of Montessori activities in this country, that I met Carmen Lyra anew.

            A pioneer of Montessori education in Costa Rica, she began as a writer, and her life unfolded during a time in history when political changes were emerging at the national level, and the position of women was hardly mentioned. Alfonso Chase says of her:

"We must bear in mind that María Isabel Carvajal was above all an educator. This is why we find in her prose a dialectic interest equivalent to her concern for social development and human contradictions, especially those related to the human soul. “

Thus by 1921 she was appointed Professor of Children’s Literature at the Normal School of Costa Rica, and starting in 1933 she organized and supported the school and the Workers’ University.

Among her other accomplishments were the creation of the first two groups of summer colonies and a permanent School Colony in 1920. Along with Roberto Brenes Mesén, she participated in the educational reform that he was promoting, as an active part of the social and economic process of the country. She also actively participated in and guided the “Center for Publications for Children and Working Mothers” of a National Foundation for Children (De la Cruz, Vladimir, 1981).

Conditions, such as economic and cultural poverty, schooling and family stability, influenced the work and views of this educator. Among her greatest concerns were how to teach hygiene, nutrition, and good habits to those families who had nowhere to live or who lived in very precarious conditions. In 1931 she became a militant and a founder of the Communist Party.

Her life was one of constant political, social, educational and literary activity. She remained active until she died in exile in Mexico.

THE WRITER:

She began her lifelong literary career in 1905, writing and becoming one of the best known intellectuals of the time. Alberto Cañas says: "Carmen Lyra is without a doubt the closest writer to realism, and among us is the outstanding example of the arrival of women in Hispanic American letters, after the modernist movement.”

She wrote for magazines such as: Ariel, Athenea, Pandemonium, Páginas Ilustradas, Repertorio Americano and Renovación. Many of her articles were publisher in the newspapers El Diario de Costa Rica and El Trabajo.  Her published books include: In a Wheelchair /En una silla de ruedas and The Fantasies of Juan Silvestre/Las fantasías de Juan Silvestre(1918), the well known Tales of my Aunt Panchita/Los cuentos de mi tía Panchita (1920), Bananas and Men/Bananos y hombres (1931), A Box Seat in Heaven/Palco de Platea en el cielo (1936), The Ten Old Men of Pastor/Los diez viejitos de Pastor (published in 1955), Selected Stories/Relatos escogidos de Carmen Lyra (published in 1997), and The Other Stories/ Los otros cuentos de Carmen Lyra (published in 1988).

She wrote essays, stores, reviews, epistles, dramas, plays, and articles in which she analyzed, critiqued, or invited reflection on various national affairs related to politics, society, the family, and the needs and progress of women.

The Montessori Nursery School and the dawn of early childhood in Costa Rica

            The human contact established by Carmen Lyra through her experience with Montessori scientific pedagogy in the Nursery School, with preschool children of poverty, had a great impact on her life.

            Of her experience in the Montessori Nursery School, Carmen Lyra states:

"The years I spent in the Nursery School were very important in my life.  There I was not confined by a program whose goal is to stuff children’s intelligence full of more or less abstract knowledge.” (1935)

            Luisa González remembers: “We brought the Nursery School to Costa Rica, we were pioneers. It was a whole room of educational materials and an orchestra was formed; since we were young, we were passionate about the work. It was done in the service of poor women, working mothers. It was a great task; we worked all day, year around, and were able to form two groups.” Carmen Lyra wrote:

"When I watched the pale, barefoot children coming to school, clinging timidly to the walls, not daring to go into the open space, as though they had lost their organs of balance, I felt there had to be more to do than simply give children a bath and give them a cup of oatmeal or milk.” (1935)

They made their plans and gave themselves the task of preparing programs for children 4 to 6, based on María Montessori’s books. Many people came from the provinces and from other places to learn about the preschool experience, many lectures were given, there was talk of a national movement and the government was going to take it on; it was very serious, but Doña Luisa recalls that their youthful idealism was a great help.

Some of the books they had in the Nursery School were María Montessori’s Scientífic Pedagogy and  Gonzalo R. Lafora’s Mentally Abnormal Children. Much importance was given to music, art and dance, “because children are so sensitive, and it included classical material – we even had a piano,” recalls Luisa González.

For her part, Luisa González recalled that after knocking on doors and motivating more than 70 families, the Montessori Nursery School opened its doors in 1925 (Personal interview with Luisa González, San José, April 27, 1989). "Besides, Carmen Lyra was much loved, and with her ideas she attracted many benefactors and observers to the nursery school; times were difficult, and at first people had many expectations and were very mistrustful” (Personal interview with Luisa González, San José. August 20, 1984).

“We chose the poorest children, very few from the middle class, and some who lived near the Bolívar park. It was good for those from different classes to know each other.”

The model spread, and other preschool centers opened their doors in various parts of the country. "The enthusiasm and work of these teachers was great, and showed not only with the children, but in their work with the familias, especially the mothers. Afternoon sewing classes were held, and orientation given on the care and feeding of their children.” (Personal interview with Luisa González, San José, 1983).

The first Class Journal (1926) still exists, handwritten by Luisa González, containing notes on plans, student lists, published articles and various materials from the first three years of the Montessori Nursery School. At that time the teaching staff that began this effort was composed of:

María Isabel Carvajal: director and teacher

Margarita Castro: music teacher

Consuelo Álvarez: concierge

Luisa González: teacher

From Argentina to Costa Rica

Don Arturo Urién (1933), Consul of the Republic of Argentina in Costa Rica, was more than a benefactor for the Nursery School. He visited constantly and was one of the friends and followers of this educational experience. He fostered the library, donated books, and thanks to his dedication and financial help, a new Kinderganten was opened at the Escuela García Flamenco. In addition, he was always ready to share with the children of the Nursery School. Some time after returning to his native Argentina, he sought for a way that the work he had known and supported could also take place with the children of poverty in his country.

 

Luisa González y Agustín Nieto Caballero, a Builder of Dreams

One of the best spirits of Colombia, Director and pioneer of the Gimnasio Moderno, he brought Montessori’s Scientific Pedagogy to Bogotá. Luisa met him when he visited Costa Rica, and recalls that his words inspired their work. “There is something unsteady, a lack of roots or of the idea of continuity, when one’s own home does not exist.” Luisa thought of children and the spaces in which they could develop, and gave herself to the task of selling 300 shares at 100 colones each. She remembers that everyone bought; no one could resist, and they helped the Nursery School building commitee; it is said that everyone, from the President of the Republic to more than one anonymous donor, participated in this dream.

 

The Second Montessori Nursery and the Sale of Bonds for 50 and 100 Pesos

The Protective Comité for Preschool Education was formed to collaborate with the Nursery School.  All manner of people helped; among them were Arturo Urién, Santiago Crespo, Julio Zeledón, Dr. Peña, the firemen from San José, the shoemakers´union and the Nursery School familias who had more resources. They sought to have a better building, to obtain materials, and to provide shoes for the majority of the preschoolers who arrived barefoot.

Doña Luisa recalled that they had to overcome the reactions of the mothers, who were worried about their children going to the Nursery School, and of the Church, because religion was not taught. Afterwards people began to show interest in the meetings and the teachers, and paved the way for preeschool education. As it happens everywhere, new things are always a struggle.

Carmen Lyra not only gave the inaugural address of the Second Nursery School, but also commented that this work, which was “a dream of social betterment,” was brought about by the tenacity and effort of one women who gave herself to the task of offering shares for 100 colones, shares of a benefit, of spiritual satisfaction for those who wished to participate.”

             It was everyone’s work. Education spread, and more boys and girls had the opportunity to attend the school, but with time came the arrival of political persecution. The Nursery School was active for three years, but her revolutionary spirit and her concern for the working class led to her being removed from her post.

 

A Book…a History

Her second book was a dream. In it she tells the story of the beginnings of preschool education in Costa Rica. I still recall then she asked me if 500 colones was too much money. That was its cost, and she preferred to sell it from her home so that students and preschool teachers who wanted to buy it would not have to spend much. The day I went to visit her I bought 10 copies that I later shared with friends and colleagues.

Every educational center should have one. It is a history that was written for us; it is our history.  She tells us of the materials that were used in the Nursery School, of how they were able to attract many familias; and those experiences are very close to the ones that we live daily in our Montessori children’s centers.

 

The Montessori Association of Costa Rica (La Asociación Montessori en Costa Rica)

It began on December 3, 1993, when 30 people gathered at the Centro Infantil Laboratorio with the idea of founding an association or foundation with a Montessori perspective. In general, solidarity and group work have been characteristic of those of us who founded the Montessori Association of Costa Rica.

 

Ana Marcela Hío Soto                                    Mabel Ovares Gutierrez

Alexandra Franco Mejía                                    Gloriana Granados Sancho

Gabriela Muñante Fernández                        Armando Enrique León Morales

Anabelle Canet Moya                                    Mireya Chacón Gutierrez

Liliana Camacho Sandoval                                    Mariana Carmen Ojeda Spickernagel

Ana Lucrecia Ugarte Strunz                        María Celina Chavarría Gonzalez

Ana María Bernini Arias                                    Carolina Guardia Carranza

Carla Vanegas Brenes                                    Laura Solano Carranza

Ruth Sánchez Vargas                                    María Cristina Gutierrez Góngora

Marta Eugenia Matamoros                                    Rocío Ruiz García

Olga Arguedas Gonzalez                                    Silvia Eugenia Umaña Brenes

Ana Lorena Arce Hernández                        Ana Lucía Guzmán Amaro

Jinny Grace Cascante Ramírez

 

Nicaragua

 

La Escuela Suenos de Luisa, Nagarote

La Escuela Sueños de Luisa is one of several programs developed by Right to Learn, Inc., a nonprofit program founded by Louise Brunberg in response to urgent needs in the community of Nagarote. Begun as a soup kitchen in 1996 to provide a free noon time meal for 30 children, the program now includes a school, a college scholarship fund and an Adopt-a-Classroom program to provide classroom teachers with funds to purchase materials. 

The tuition-free school began in 1998 with 30 children in a building donated by the town’s mayor. The school now serves over 200 children with a staff of ten. To acommodate all the students, there are two sessions each day. The curriculum is geared for preschool to fourth grade levels. Children receive breakfast, lunch and other services. Transportation for children living far from school is provided.

Louise and volunteers are beginning to introduce the Montessori approach into the program. Marie Scott is one of the Montessorians who is helping with this school. This is a report of her first visit to la Escuela Sueños de Luisa earlier this year.

 

Report From Marie Scott

            I spent one month last winter (at the start of their school year) in Nagarote, Nicaragua at a school that has an interest in becoming Montessori. It faces many challenging conditions. The school, La Escuela Sueños de Luisa, was started by Louise Brunberg 14 years ago as a soup kitchen. The school is administered by Rosario Castillo. Louise (Luisa) is a woman with a passion for people and their betterment. When Luisa asks children what their favorite day of the week, they reply, “Monday.” This is not for the traditional Montessori reason—the joy found in working—but for most, the anticipation of food.

The school is for poor children. Even though the new President, Daniel Ortega, has instituted free education up to university; there are still fees for books, uniforms and other things which some families find impossible to meet. Louise, along with friends and other donors, funds university students (36 at this time) who have to come up with the money for their education.

The classrooms are crowded. The afternoon first grade has over 40 children whose ages range from 6 to 15 years old. The noise at the school is incredible. And it is not all from the children. Construction of a mirador overlooking the volcano Mombotombo provides work and will be a beautiful place when finished. But when the cement mixer—about 6 feet from the first classroom—starts up, the noise is deafening. The attendant dogs are quiet, but people enter at all times of day with requests to Luisa and Rosario. There is always a lot going on.

Along with a dozen teachers there are also cooks and cleaners. Gladys, one of the cleaners, gets there at 5 a.m. before the water supply is shut off to fill all the containers for the day.

I usually met with small groups of children, usually 6 or 7, in the biblioteca because there we could work on the floor. I began the lessons with a greeting to each child and also ended with a handshake and thanks. The children learned to respond the same way and I often got a hug as well. The children are warm and eager for experiences. At the moment, there is not the opportunity for free choice except at times in the preschool.

The usual method of instruction in elementary is traditional with the teacher lecturing from the front of the room. In the preschool, children mostly sit chairs in a circle and watch a teacher or sat at tables large enough for 10 children. I encouraged work on floor rugs.

Some of the teachers and I had the opportunity to visit a school two and a half hours away in Diriamba run by an experienced Montessori teacher, Marta Morales. This was before school started, but it gave us the chance to have a tour and good explanations in Spanish from Marta to our teachers.

In the entry way of the school in Diriamba were some photos of students. In the center was a picture of Marge Farmer who had been very active in Latin America until her death a few years ago. I had spoken to her about volunteer work when I retired and she had said there were always opportunities. This is one of them.

Is the school in Nagarote ready to become a Montessori environment? Not yet. But this can be done through understanding more of the philosophy and changing the physical environment. The interest in improving their practice is there. The great Montessori teacher, Hilda Rothschild once told me that when she was interned in a concentration camp during World War II, she and the children there did Montessori work with “sticks and stones.” The philosophy is all important! This is what we need first, materials later.

Very generously, one of the Montessorians who has been active in Nicaragua, provided Marta Morales with the resources to come during Easter break and give a three-day workshop to the teachers. Thank you, Gus and Marta.

This summer, Louise Brunberg has audited the teacher education training given at New Gate School in Sarasota, FL and is enthusiastically committed to the Montessori method.                                                        

Marie Scott     AMS-AMI ‘63

 

Editors Note: Marie Scott has returned from her second trip. She found teachers beginning to make changes and take steps to implement what they understood of Montessori. One elementary teacher has made some math materials from cardboard, a precious resource in the community. The process is begun!  Marie and Louise will be returning to Nagarote in January for the beginning of their new school year.

Louise sent a list of current program needs. These include Montessori materials, Montessori books in Spanish for the teachers, funds for children’s medical, dental, school supplies, food and housing needs, Adopt-a-Classroom partners, and college scholarships of $300 per student for tuition (the college students help in the school in exchange for tuition). Louise expressed thanks for the support, participation and encouragement of the Montessorians who have given time, advice and material support to the program to date. She invites further participation by the Montessori community. She will be happy to provide more information to anyone interested in the Project. Contact Louise Brunberg at Right to Learn, Inc., 1100 Capri Isles Blvd., Unit 113, Venice, FL 34292 USA,  phone: 914-486-4249. Because Louise and Marie will be traveling in Nicaragua for extended periods of time, you may also contact the CIM USA office for more information.

 

 

MONTESSORI CENTENARY CELEBRATIONS

How did your students celebrate the Centenary?

Many programs held celebrations this year in honor of the 100th anniversary of the opening of the first Casa Dei Bambini in San Lorenzo, Rome. You are welcome to send  information about the centenary events held by your school or organizationfor the CIM newsletter. Send your announcements or reports for El Boletín to rittch...@netzero.com . Photos are welcome!

 

 

VOLUNTEER OPPORTUNITES

We have the following opportunities for volunteers who would like to get involved in CIM and programs throughout Latin America:

• Help update the CIM Resource List
• Work on a website
• Join the membership committee to help with outreach to both existing and potential members
• Assist with editing and translating the newsletter
• Participate in a school to school pen pal program
• Volunteer with programs in Latin America for three months to a year

 

Sound interesting?

For information about opportunities outside the USA, contact Elena Young, CIM  Coordinator, by phone at 56-2-242-4278 or by email at eyo...@vtr.net .

For information about opportunities in the United States, contact Rittchell Yau, Region II   Coordinator, by phone at 217-649-8525 or by email at rittch...@netzero.com .

 

 

HAVE YOU MOVED THIS YEAR?

We want to go with you!

A reminder to notify us when you move. Please send your name, old address, new address, new telephone number, and new email address. Mail us a change of address card, or send updates to rittch...@netzero.com.     

 

 

CORRECTIONS

Did we get it right?

If not, let us know and we will run a correction in the next edition of the newsletter.

 

 

RESOURCE & CONTACT UPDATES

Please let us know about new sources and resources that will be of interest to the Montessori community.

 

Books for Children/Resources for Teachers

DEL SOL Books

6574 Edmonton Avenue

San Diego, CA 92122  USA

Telephone: 858-202-0235 or (toll free) 888-335-7651)

FAX: 858-202-0265

Website: www.delsolbooks.com

Del Sol Books continues to expand the number of Spanish, English and bilingual books, videos, CD’s and other materials for children, young adults, parents and teachers from a variety of publishers. The emphasis is literature, history, theatre, poetry, music, reading and transformative education. The primary authors and musicians represented in the collection are Alma Flor Ada, Isabel Campoy and Suni Paz. However, a selection of other authors, particularly in bilingual (English-Spanish) editions are available. The free catalog is descriptive and informative. The website also contains the catalog. Please note that the address changed last year.

 

 

Research

 

Foundation Center-New Office in Mexico CIty

http://foundationcenter.org

This network of library/learning centers recently announced that a new office will open in Mexico City. The address for the Mexico City office was not available when El Boletín went to press. Check the Foundation Center website for information about the new site, or contact one of the library/learning centers.

The network has library/learning centers in Atlanta, Cleveland, New York, San Francisco, and Washington, DC. They offer extensive resources and training to groups and individuals on grant writing and identifying funding sources. Each library/learning center has knowledgable reference librarians and hosts both free and fee based training and workshops to assist grant seekers. Many resources are available through their website.

There are also numerous affiliated centers and Cooperating Libraries throughout the USA and Puerto Rico. Locations are listed on the website. The services at these locations are generally less extensive than what is available at the 5 major centers.

Although most services in the USA are in English, some resources are available in Spanish and other languages. Workshops are now being conducted in Spanish at the libraries listed above as well as in Miami, San Juan and other cities. Check the website for the schedule.

FC Online offers both free tutorials and fee-based courses on topics related to grant writing. A free online Quick Tutorial that describes how to prepare a funding proposal can be accessed in Spanish, English, Portuguese, French, Russian and Mandarin. Go to the site “Get Started” Section for an overview. Browse the site or search the site for “Spanish language” to find specific information in Spanish. There is a free topical resource in Spanish titled “Información en Español para organizaciones sin fines de lucros: Una lista de recursos.” The article lists some books recently published in Spanish along with a summary of each book. The website section titled “International” gathers an abundance of information about grant writing for an international audience.