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America's Early MontessoriansConclusion

America's Early Montessorians: Conclusion [The conclusion analyzes three factors that caused Montessori education’s eclipse from 1920 until its revival in the 1950s: insufficient funding; the movement of the four directresses from Montessori to other career interests; and the dominance of progressive education as a rival theory. The financial expenses of training teachers and establishing schools limited the growth of Montessori education. Outside of the tax-funded public education system, Montessori schools depended on private funding, typically by wealthy patrons. When these contributions decreased, as in the case of the Pyle family, Montessori schools also declined. The ending of subsidies from private sources was a major factor in the decline of Montessori education after its initial introduction. Parkhurst, Pyle, and Naumburg were inconsistent promoters of Montessori education. Though George dedicated herself to faithfully replicating the Montessori Method, a distrustful Montessori revoked George’s credentials as a Montessori directress. The other three directresses moved from Montessori to follow their own educational and religious pursuits. Parkhurst developed her Dalton Plan. Naumburg developed the Walden School and Art Therapy. Pyle devoted her life to serving Padre Pio. Progressive education’s ascendency to a dominant position in American education, concurrent with the introduction of the Montessori Method, limited the diffusion of Montessori education. William Heard Kilpatrick, a leading progressive, criticized the Montessori Method as grossly deficient in promoting children’s problem-solving skills and socialization. While progressive educators endorsed the principle of children’s freedom, they generally dismissed Montessori’s assertion that the nature of childhood rested on universal principles. Progressive educators rejected Montessori’s school as a closed situation in which the child’s freedom was predetermined.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

America's Early MontessoriansConclusion

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References (2)

Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020
ISBN
978-3-030-54834-6
Pages
265 –295
DOI
10.1007/978-3-030-54835-3_9
Publisher site
See Chapter on Publisher Site

Abstract

[The conclusion analyzes three factors that caused Montessori education’s eclipse from 1920 until its revival in the 1950s: insufficient funding; the movement of the four directresses from Montessori to other career interests; and the dominance of progressive education as a rival theory. The financial expenses of training teachers and establishing schools limited the growth of Montessori education. Outside of the tax-funded public education system, Montessori schools depended on private funding, typically by wealthy patrons. When these contributions decreased, as in the case of the Pyle family, Montessori schools also declined. The ending of subsidies from private sources was a major factor in the decline of Montessori education after its initial introduction. Parkhurst, Pyle, and Naumburg were inconsistent promoters of Montessori education. Though George dedicated herself to faithfully replicating the Montessori Method, a distrustful Montessori revoked George’s credentials as a Montessori directress. The other three directresses moved from Montessori to follow their own educational and religious pursuits. Parkhurst developed her Dalton Plan. Naumburg developed the Walden School and Art Therapy. Pyle devoted her life to serving Padre Pio. Progressive education’s ascendency to a dominant position in American education, concurrent with the introduction of the Montessori Method, limited the diffusion of Montessori education. William Heard Kilpatrick, a leading progressive, criticized the Montessori Method as grossly deficient in promoting children’s problem-solving skills and socialization. While progressive educators endorsed the principle of children’s freedom, they generally dismissed Montessori’s assertion that the nature of childhood rested on universal principles. Progressive educators rejected Montessori’s school as a closed situation in which the child’s freedom was predetermined.]

Published: Sep 6, 2020

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