PROGRAM FOR A MONTESSORI SCHOOL

H.C. Hami~ton

Programming - 422
 TABLE OF CONTENTS

Preface 1

Goal of Education 2

Introduction 3-9

Outline of Montessori Method of Learning 10-20

General Description of Spaces 22-23

Motor Learning Spaces 24-32

Illustrations 33-37

Sensory Learning Spaces 38-46

Illustrations 47-48

Intellectual Learning Spaces 49-53

Illustrations 54-58

Miscellaneous Spaces 59-69

Site Se.'lJection 70-72

Appendix
Bibliography
 PREFACE

A schooZ embracing the Montessori method was

chosen for my thesis after seeing and feeZing
the need for a higher, more meaningfuZ method
of Zearning. The principZes and goaZs invoZved
in the Montessori method couZd be more fuZZy
reaZized if compZimented and nourished by a
structure designed specificaZZy for and with
a deep understanding of the environment that
is essentiaZ to the Zearning process.

I
 ULTIMATE GOAL OF EDUCATION

I feeZ that the uZtimate end of an educationaZ

system shouZd be the maximum deveZopment of each student
to his own potentiaZ no matter how unequaZ these students
might be in reZation to one another. Education shouZd
instiZZ inteZZectuaZ curiosity : to such an extent that
the student finds great interest in soZving any probZem~

reaZizing enjoyment not onZy in attainment of the correct

soZution to a specific probZem~ but aZso finding a joy
in each and every discovery aZong the way.
 INTRODUCTION

My first intvoduction to the Montessori method

of Learning came at two smaLL schooLs in DaLLas and
Fort Worth, Texas, after having become slightLy familiar
with the method itseLf. In my reading on the Montessori method
much was said about the freedom enjoyed in the cLass
which is generaLLy comprised of 30 to 40 chiLdren, aged
2~ to 6. Everyone knews that a chiLd's party of onLy
5 to 6 chiLdren this· age seLdom ends without ·s·o.me sort
of quarrel regardLess of the number of mothers present.
It is aLL very weLL to write about, but it cannot work
Like that in actuaL practice. It stands to reason
that 25 chiLdren at this age, shut up aLL day Long,
day after day, must have some heaLthy battLes among
themseLves.
Both of the schooL groups that I visited were
scattered about over a Large, airy room, furnished
with ZightLy framed tables and chairs which by no
means fiZZed the floor. Some of the chiLdren sat on
throw rugs, one was Zying down, another hopping on one
foot. A Zow hum of conversation fiZZed the room.
I observed that the conversation didn 't stop on
my entrance to the room, in fact, onZy one boy I stood
next to even knew I was present. I was wary of entering
the cLass to begin with~ as I w~lL remembered the stark
siLence and discourteous stares with which we greeted
visitors to my cLass when I was a chiLd.
FinaLLy from the fLoor a Zady rose and came over
to me~ expLaining she was the Directress . She certainLy
didn't Look Like a teacher who had been given the burden
of a referee~ to maintain a sembLance of order in
a chiLdrens' schooL. She began to show me around the
different rooms~ briefLy expLaining some of the various
activities taking pLace. No announcement was made
to the group that she was Leaving or that she was arriving
with a · visitor. Again my thoughts strayed to my own
schooL where we aLways got the famiLiar hypnotic eye
and were toLd to be~ at best~ decent. No one seemed to
notice we had entered or Left and no introduction was
given that might have disturbed the chiLdren.
After the brief expLanation of what the ch~Ld~en

were doing~ I began waLking about unhampered and unobserved

which I now understand is a distinct ruLe of Montessori.
I Looked more cLoseLy at what was so interesting to
keep these tots so intrigued. The boy~ about three years
oLd~ who had Looked up on my entrance to the room was
stiLL at his tabLe and chair intenseLy working on some
type of wooden frame on whiah were stretched two pieaes
of aotton aZoth. One of the edges was a row of button
hoLes and on the other was a row of Large buttons.
He was new at the game as he was aZumsy and having a
difficuLt time. HaLfway down the row of button~ he stopped
-and Looked down at his own shirt. His new idea was
muah more intriguing and difficuLt as he began at the
middLe and worked down on the smaLLer buttons. Then
aame the ahore of re-buttoning whiah he did not aaaompZish
at first. I started to heLp him when I remembered
something _I had read previousLy - How happy wouZd a
mountain aZimber be if you were to snatah him haLfway
through his asaent and Lift · him~ meahaniaaZZy to the
summit? Gone .wouZd be aZZ the precision and pain
encountered aLong the tedious traiZ and the most important
Loss - the exauZting pride aaaompanying a feat aaaompZished!
I moved on to the nearest ahiZd~ perhaps four years
of age. This LittLe girZ was invoZved in a simiLar
aZoth covered wooden frame fastened together with pieaes
of ribbon. Muah more rapidZy than the smaLler boy~ she
was flying through the series making reguZar bow knots~

developing~ unknowingly~ the needed dexterity for her

transition into writing.

Turning away from the girl~ I noticed a aouple of

children sitting on the floor~ engaged in some game with

5.·
a variety of blocks. They were ten squared rods of
equal thickness~ the shortest being a product of the
longest~ with regular lengths between the extremes.
They were painted in alternate stripes of red and blue~

these stripes were the same width as the shortest length.

One of the children could already count and was varifying
his numbers in this concrete way. The children were
learning as they should learn~ by comparisons~ contrasts~

and classifications as weZZ as in abstract forms.

As I glanced up~ I saw that the Directress was
placing a blindfold over a boy's eyes. The child then
turned to a pile of small pieces of aZoth before him.
Several children walking past~ stopped and hung over
the edge of his desk. The boy drew out from the pile
a piece of velvet and by running his fingers over the
fabric he identified it. The children aZZ smiled and
nodded their heads in satisfaction as he suaaessfuZZy
named each of the other fabrics in the pile. The
Directress mentioned that three children sometimes would
make a game of trying blindfolded to fin d the right
fabric or geometric shapes.
Shortly afterwards I noticed that four girls were
sitting at a smaZZ table spread with a white aZoth~

apparently eating Zunah. The teacher~ in answer~ explained

that it was their turn to be the waitresses for that
day for the chitdrens' tunah~ therefore~ they ate their
meat earty.
Finatty they had finished their teisurety meat
and were preparing the tabtes for the other chitdren.
They were about 4~ to 5 years of age and extremety
eager to perform their task for the other 20 chitdren.
They paused constantty for protonged consuttations and
to verify and correct themsetves as they taid the knife~

fork~ and spoon~ ptate and napkin at each ptace.

The chitdren~catted in from the various rooms and
ptay yards~ came marching atong and sat down without
suggestion~ each~ I suppose~ at his own ptace. The four
tittte waitresses then entered the room~ each carrying
a bowt of hot soup. The napkins were unfotded and the
chitdren served began to eat. One boy~ about age two~

trying his best to imitate the otder chitdren in handting

his napkin~ was just too ctumsy. He approached the
Directress and asked for her hetp. Rather than simpty
tucking the napkin in~ she hetd it up in her hands~ showed
the chitd how to take a targer part of the corner than
he had been grasping. As the soup was getting cotd~

the boy once again tried and faited. The Directress

once again ittustrating on hersetf~ gave the chitd another
tesson. With the aid of a determined frown~ he putted
his cottar away from his neck and thrust the targer
segment down his shirt. He waLked as if he were
Leading a parade, and instead of feeLing inferior for
not being abLe to immediateLy do as the others, he
feLt superior for having accompLished something by
himseLf. There wasn't the snic kering because of his
faiLure but instead his comrades patted his chest
as the proud wearer passed.
After the Luncheon the chiLdren pLaced aLL their
dishes and trays in an assigned area and went back to
their previous occupations. I spent the Last two hours
of the day observing the oLder groups of chiL~r~~ who(
were invoLved in Montessori's inteLLectuaZ ~ training.

Three and four year oLd chiLdren were practicing

writing and going over very basicaL~y certain parts
of grammar. One boy, after concentrating on arranging
various Letters t~ speLL hop~began to hop around
the room. He not onLy Learned how to speLL the word,
but he was Learning that it was an action verb • . He
wouLd then write the word on a piece of paper and begin
to hop again. Upon anaLyzing the situation , you can see
the preparation he has been making and what he is
Learning for the next step. He deveLoped dexterity in
his writing fingers at a very earLy age by manipuLating
the various insets and other didactic materiaLs .

8
Unknowing~y he was preparing for writing just as now
he is ~earning the ear~y stages of grammar.
Various other examp~es of the Montessori method
of ~earning were advanaed by the ahi~dren throughout
the day, a~~ i~~ustrating what Dr. Montes.sori said-of
her system: " It is the ahi~dren themse~ves who
spread my method. Happi~y they behave as I say they
do in my books, and peop~e go and see them, at ~ast

be~ieving it themse~ves." 1

1
Montessori, Maria. The Chi~d and the Churah .
( Cambridge, Theosophiaa~ Press, 1915) p. 184.
 OUTLINE OF THE SPECIFIC ELEMENTS AND ASPECTS OF
THE MONTESSORI METHOD

I. The Montessori Structure

A. ChiZdren's House
1. The"chiZdren's houseu is the environment which is
offered to the chiZd that he may be given the
opportunity of deveLoping his activities.
2. The "chiLdren's house" must be fLexibLe in design,
a reaL house with a set of rooms and perhaps a
garden of which the chiLdren are the masters . A
garden which is fLexibLe aLLowing the chiLdren to
pLay or sZeep in it, work or dine, is essentiaZ to
the design. In this manner they may Live and work
aZmost entirety in the open air, and are protected,
at the same time from sun and rain. Therefore there
is a concentration of activity out of doors in a
transitionaZ naturaZ environment. This aLLows for
the utiLization of nature educationaZLy~
3. The speciaZ qharacteristic of the equipment of these
houses · is the adaptation to ahiLdren rather than
aduLts. They contain didactic materiaZ (Listed on
pages and iZZustratedJ especiaLZy fitted to
the inteZZectuaZ deveZopment of the chiLd, and aZso
compZete equipment for the management of the miniature
fami Zy.
4. The furniture is Zightweight so that the chiZdren
can easiZy move it about, and is finished to aZZow
the chiLdren to wash it with their cLeaning materiaLs.
5. There are Zow tabLes of varying sizes. and shapes -
square, rectanguLar, and round, Zarge and smaLL ( as
indicated in iLLustrations). The attractive and
educationaL decor of this chiZd sized furniture
produces an environment adapted to the chiZd's needs .
6. The "chiZdren's house" is furnished with pieces of
carpet of various shapes and coZors. · The chiZdren
spread these rugs upon the fZoor, sit upon them and
work there with the didactic materiaZs.
7. Learning and care of enviornment and person are enhanced
by working with the genuine utensiZs (actuaZ pZates of
china and tumbLers and water bottLes of gZass).

/0
 8. In essence, this method seeks to give aZZ this to
the chiZd in reaZity, making him an actor in a
Ziving scene.

B. Methods and MateriaZs

The Montessori method consists of three basic educa-
tionaZ parts:
Motor - preparation for education through p·hysical
coordination (giving ampZe dexterity for writing
and drawing)
Sensory Education - deveZoping the senses to an extensive
degree through training ( sight,tactile
muscuZar sense, tactile sense proper,
thermaZ senses, stereognostic sense,
dimensional senses, oZfactory sense,
taste, hearing- intensity of sound,
quaZity of sound, pitch)
IntelZectuaZ - basic knowledge ( grammar, reading, math,
Education geometry, drawing, music, metrics)

The care and management of the child's environment itseZf

affords the principZe means of motor education while
sensory education and the education of Zanguag; are
provided for by the Montessori didactic materiaZs.

C. Freedom
1. The teacher must guide the chiZd without Zetting him
feeZ her presence too much, never becoming an obstacle
between the chiZd and his experience.
2. Improper use of words cools the chiZd's enthusiasm
for the knowledge of things just as it would cool the
the enthusiasm of adults.
3. The teacher must act only as a patient observer primarily
ready to answer the child's direct questions. The
directress must sacrifice her own desires for the children's
needs, thus aiding the child indirectZy by·providing ·
him opportunity for self development of his unconscious
des ires.

II
 4. The directress must observe the chiLdren deveLoping
in freedom.
5. DeveLopment in freedom prepares the chiLd for conquests.
6. A normalized personality and a feeLing of responsibility
wiLl develop in a prepared environment.
?. By ordering the environment and ordering the chiLd's
outward personaLity~ the directress orders the inner
worLd of the child's mind.
8. Didactic exercises wiLl lead the chiLd to an ordered
mind thus alLowing him to make ordered observations.

~I. Movement in Education

Motor Education:
1. The education of the movements is very compLex~ as it
must correspond to aLL the coordinated movements which
the chiLd has to estabLish in his physioLogicaL organism.
I

2. DisorderLy movements and'naughtiness' result from the

negLect of the child. · ·
3. The aduLt must r.ealize the futility in children's immobil-
ization.
4. The aim of mus cular education shouLd give order to his
movements leading hi~ to those actions toward which his
efforts are actually tending. Once this direction is
given to the child~ his movements are made toward a
definite end~ eo that he himself grows quiet and contented~
and b ecomes an active worker.
5. Content of motor education:
a. primary movements - waLking~ rising~ sitting~ etc .
b. care of the person
c. management of the household
d. gardening
e. manual work
f. gymnastic exercises
g. rhythmic movements
6. The directress shows the most efficient movements - action
not words.
 7. The directress analyzes the child's movements - there
is analysis of movement among the children aleo.
8. The children learn from one another and throw themselves
into the work with enthusiasm and delight. This atmosphere
of quiet activity develops an attitude of mutual aid and
an intelligent interest on the part of the older children
in the progress of their little companions.
9. Children love work and have respect for exemplary efforts.

III: Sensory Education and Music

A. Sensory Education
1. Solid insets promote thinking at an early age~ ie.
2 to 2~ years.
a. programmed difficulty in materials
b. child in direct contact w£th real obJects
c. artful or nonintervention by the directress
d. control of error in the didactic materials provides
the learner with the feedback of information
e. didactic materials must interest the child
f. the children's aim in repitition is not external
but that he should train himself to observe~ compare~
form judgements~ reason and decide
2. C~bes~ colored rods~ quadralateral prisms
a. children learn from each other - child is teacher
b. teacher is observer
c. the children learn from their errors
d. they experience the Joy of discovery by themselves
e. training for visual perception of dimension
f. importance of preparation attained by the solid insets
mentioned above
g. education of the tactile sense
h. perfection through practice with increasing similar
stimuli
i. exploring the environment through isolation of the
senses ie. blindfold
3. Color materials for education of the chromatic sense
a. pairing the colors
b. increasing the challenge
c . perception of shades of colors
 4. Wood tabtets differing in weight

a. correLation of the eye and hand

b. deveLopment of a cotor memory
5. Geometric inset frames
a. recognition of contrasts
b. recognition of form
c. visuat~ tactite~ muscutar perception
d. importance of muscutar sense in perception
e. indirect preparation for drawing and writing
6. Geometric form Cards
a. programmed cue reduction
b. sotid to ptane
c. concrete to abstract
d. further utiLization of touch
e. interest in vocabuLary of shapes
f. discoveries made in their environment
g. stereognostic sense combines the tactite and
muscutar etements~ ie. age 3 to 6
h. manuat manipuLation of objects to form perception
7. The Sound Boxes
a. sensory education sequence
1. recognition of identities
2. recognition of contrasts
3. discrimination of objects very simitar to each
other
b. concentration of attention through isotation of
the senses
c. teacher acts as the exemptary · experimentor

B. Education of the Auditory and Musicat Senses

1. The Betts
a. pa~r~ng the sounds
b. Zearning the musicat scate with the betts
 2. The Lesson of SiLenae
a. an exeraise in aontroL of movements
b. meditative quaLity of the siLenae Lesson
a. as preparation for hearing
d. faaiLitates graae in movement
e. fosters soaiaL spirit

C. DimensionaL Sense
1. Rods of the same thiakness
a. exeraising peraeption of Long and short distanaes.
b. inareased stimuLi to intermediate Lengths
a. exeraise ahiLd in aaaurate ahoiae and in what degrees
of differenae in Length he is aaaurateLy aware
2. Rods of varying thiakness
a. equaL Length but varying thiakness
b. games then used for estimation of distanaes
D. TaatiLe Sense Proper
1. Corrugated Surfaaes
a~ exeraise for opposites
b. five adjaaent surfaaes of graduated roughness
a. feeLing of aLoths
d. isoLating senses to inarease taatiLe awareness
2. Liquids
a. astringents
b. gLues
a. oiLs
E. TaatiLe MusauLar Sense
1. eLastia bodies
baLLs
a. rubber
b. pLastia
2. Non resiLient - naturaL shapes
a. wood
b. stone
F. The MusauLar Sense
1. baLLs of the same appearanae but different weight
2. differentiation of aoins by weight

IS'
G. Stereognostic Sense
1. Recognition of eLementary forms
2. Recognition of rare objects
3. Recognition of coins
H. Thermal Senses
1. Hot liquids
2. Iae Liquids
3. Relative warmth of linen and wooL, wood, wax, and metal

I. Olfactory Sense
1. Asafetida, oil of rose, mint, eta.
a. odors of
1. tobacco
2. burned sugar
3. incense
4. maple
b. Odors of burning substances
1. wood
2 . paper
3. straw
a. Odors of Food
1. fresh and sour milk
2. rancid and fresh butter eta.
J. Sense of Taste
1. The practice of taste :begins in lower alass.es (two to
four years) with guessing games in for example, in the
kitchen at meals by isolating senses.
2. Higher classes are applied to exercises of practical
life, ie. wine differentiation.
K. Auditory Sense
1. Intensity of sound
a. drop to floor metal blocks of various size s, co i ns
of graduated weight
b. strike glasses one after another
a. belts of graduated size
2. Quality of Sound
a. bells
1. metaL
2. terra aot .t a
b. open and closed bells
 c. identify musical instruments
d. identify human voices

3. Pitch

a. Intervals of musical octave

b. Intervals of majar~ triad
c. Major and minor chords

IV. Intellectual Education

A. Language~ Vocabulary~ and Knowledge

1. Training the auditory sense to prepare for hearing

language
2. Exemplary pronunciation by the directress
3. Developing vocabulary during sensory training
4. Three period lesson with cubes and prisms
a. Naming
b. Recognition
c. Pronunciation
5. Vocabulary of dimension established
6. Developing the powers of observatory discrimination~
reasoning~ and judgement
7. Developing an exact vocabulary
8. Prepared or ordered mind for child
9. Montessori children are prepared for the joy of
discovery

B . Writing

1. Child as explorer
2. Children already prepared for writing
3. The hand is prepared by previous didactic materials
4. Management of the instrument
a. use of metal insets
b. tracing the second outline
c. filling in the traced form
d. practice for precision
e. free children reveal new character
5. Writing alphabetical signs
a. touching sand paper letters
b. motor preparation for writing
c. multi-sensory approach to learning
d. concurrent preparation for writing
e. mastery of sub-tasks leading to synthesis
f. using movable alphabets
6. Explosion into writing
7. Writing learned naturally
8. Child prepared for further intellectual development

17
 C. Arithmetic
1. preparation for arithmetic
2. didactic materiaLs - rods~ prisms~ cubes
3. numbers presented concreteLy
4. addition and subtraction
5. teaching of figures
6. teaching zero
7. Language and arithmetic prepare chiLd for orderLy
reception of cuLture

V. A New ChiZd - A New Man ·

The importance of the Montessori does not Zie in the

organization itseLf~ but in the effects which it produces
on the chiZd. It is the chiLd who proves the vaZue of
this method by his spontaneous manifestations~ which seem
to reveaL the Zaws of man's inner deveLopment. The origin
and deveLopment of the mind~ must be the estabLishment of
normaL conditions for the free deveLopment of thought .
Montessori Leaves the chiLdren fr ee in their work, and in
aZZ actions which are not of a disturbing kind. The directress
eLiminates disorder, which is "ba d" ~ but aZZows to that
which is orderLy and "good" the most compLete Liberty of
manifestation.
The resuLts obtained are surpr~s~ng~ for the chiLdren have
shown a Zove of work which no one suspected to be in them ~
and a caZm and an orderLiness in their movements which~
surpassing the Limit of correc tness~ have entered into those
of "grace". The spontaneous discipLine ~ and the obedience
which is seen in the whoLe cZass , constitutes the most
striking resuLt of the Montessori method.
The tendencies which we stigmatize as eviZ in chiLdren of
three to six years of age are often those which cause
annoyance to aduLts when , not understanding th eir n eed s~they
try to prevent their every movement~ their every attempt to
gain expe rience for themseLves in the world (by touching
everything, ie.). The chiLd ~ howeve r~ through this naturaL
tendency is Zed to coordinate his movements and to coZZect
impressions~ espec iaLLy sensations of touch, so that when
prevented he rebeLs~ and this rebeZZion forms aLmost the
whoZe of his "naughtiness".

18
What wonder is it that the eviZ disappears when, if given
the right means for development and Zeave fuZZ liberty to
use them, rebeZZion has no more reason for existence?
By the substition of a series of outbursts of joy for the
oZd series of outbursts of rage, the child comes to sssume
a caZm and gentleness which makes him appear a different
being.
In Montessori's case, we are dealing with a far deeper need-
the nourishment of man's inner Zife, and of his higher function.
Montessori enters into the difficult subject of the satisfaction
of man's psychic needs.
SAehhas already obtained a most interesting result, in that
Montessori has found it possible to present new means of
enabling children to reach a higher ZeveZ of caZm and goodness,
.and has been abZe to establish these means by experience.
The whole foundation of results rests upon these means which
she has discovered, and which may be divided under two heads -
the organization of work, and liberty.
It is the perfect organization of work permitting the possibility
of self development and giving outlet for the energies, which
procures for each child the ·beneficial and calming satisfaction.
And it is under such conditions of work that liberty leads to
a perfecting of the activities, and to the attainment of a fine
discipline which is in itself the result of that new quality
of calmness that has been deveZoped ,in the child.
Freedom without organization of work would be useless. The
child Zeft free without means of work would go to waste just
as a newborn baby, if Zeft free without nourishment, would
die of starvation. The organization of work is the cornerstone
of this new structure of goodness; but even that organization
would be in vain without the liberty to make use of it, ~nd
without freedom for the expansion of aZZ those energies which
spring from the satisfaction of the child's highest activities.
" It is the children themselves who spread my me thod. Happily
they behave as I say they do in my bo o k, and people go and
see them, snd at last they believe it themselves."

I~
VI. The New Eduaation

Reaent year.s have seen a remarkable improvement in the

aonditions of ahild life. Statistias show a dearease in
infant mortality.Related to this decrease in mortality a
aorresponding improvement is to be seen in the physiaal
development of ahildren; they are physiaally finer and
more vigorous. It has been the polarization of science
whiah has brought about suah notable advantages. Saienae
has suggested for us certain very simple rules by·.. whiah
.the ahild has been restored as nearly as possible to aon-
ditions of a natural life, and an order and a guiding law
have been given to the funations of the body.
The great progress made may perhaps deaeive us into thinking
that everything possible has been done for the ahildren.
A~e ahildren only . those healthy bodies whiah today are
growing and developing so vigorously under our eyes? Is
their destiny fulfilled in the production of beautiful human
bodies? Man's destiny is evidently other than this, and
the aare due to the ahild aovers a field wider than that whiah
is considered by physical hygiene.
Children must grow not only in the body but in the spirit,
and the mother must long to follow the mysterious spiritual
journey of the beloved one who tomorrow will be the intelligent,
divine areation, man.

Saience evidently has not finished its progress. On the contrary,

it hassaaraely taken the first step in advanae, for it has
before stopped at the welfare of the body. It must aontinue
to advance; on the same positive lines atoni which it has im~roved
the health and savadthe physical life of the children, it is
bound in the future to benefit and to reinforae thei~ inner
life , which is the real human life. On the same positive lines
saienae will proaeed to direct the development of the intelligence,
of aharaater, and of those latent areative fo~ces whiah lie
hidden in the marvelous embryo of man's spi~it.
DESCRIPTION OF SPACES
 GENERAL USAGE - Requirements of Scheduling

* The general category of all spaces will be that

they will be used by these 2 to 6 year o ld children
from · 9:00 AM until 2:00 PM, five days a week. The
children aged 2 and 3 years will attend class from
9:00 AM until 1:30 PM. The others, ages 4 to 6, will
remain 'in school from 9:00 AM to 3:00 PM. Classes
will be held from September to May, with the usual
public school vacations as holidays.

The total enrollment for the facility at capacity will

be 220. It is expected that a goal of 100 will be
reached within a two year period, achieving the next
120 in another two to three years.

The school at capacity will employ six directresses

and ten assistants. All six directresses and six of
the assistants will be employed initially adding four
assistants as the enrollment increases.

These descriptions were based on information gathered

from letters received from Montessori schools in the
United States. Assumptions were then made accordi~g to the
criteria of my program.
 The schoot witl be designed to provide at total capacity
space for act~vities of 220 children. The children
witt be altowed to enter any area that is not atready
fitted to its capacity. They may teave and enter as
they ptease and if the space is too crowded for them they
may choose to enter a quieter space more suited for
' them at that moment. Some arrangement in each of the
rooms wilt have to be made for the child to ascertain
whether the sp~ce is at its capacity at that time.

As the school is in its first two years~ the 100 to 140

chitdren witt operate in the facility spaciatty designed
for a capacity of 220~ with tabtes and apparatus
to be added as the enrottment increases. It is expected
that in these first two or three years the directresses witl
become much more adept with the students~ and the
students themselves will have advanced in the method enough
to insure that when the facility is operating at its capacity~

each chitd witt receive maximum devetopment. For the

purposes of this program the number of apparatus~ such
as tabtes~ chairs~ utensils~ didactic materials and
their storage in each space witt be given for the facility
at its capacity enroZZment of 220. The approxi mate initial
number of children wiZZ be given for each space under ctass size .

. This · facility wiZZ not provide for afternoon nurery care .

MOTOR LEARNING SPACES - Househotd

Ctaaa Size
The initiat ctaaa size witt be designed for a capacity
of thirty chitdren. The staff, initiatty, witt consist
of one directress and one assistant.

·Activities
The care and management of the chitd'a own person and
his peraonat betongings. The primary movements, such
as watking, handting objects, rising, sitting. The
management of the totat househotd, his and his ctaaamatea'!
Simpte manuat work is atso performed by the chitdren in
these motor tearning spaces. Att of these activities
are eatabtiahed with a basic regard for freedom as was
exptained in the outtine of the Montessori Method.
The chitdren witt work washing windows, potiahing furniture,
and cteaning,ie. candtesticks or other utensita. The
didactic materiats used in this area witt be various types
of button, snap, and buckte frames. Manuat exePciaea
such as painting, cotoring, and drawing at tabtea witt
occur in this area. The use of geometric frames and
aotid insets wilt be made to develop motor dexterity.
The chitdren may wish to work in groups to sotve probtema
or may work atone. This apace witt be open to atl children,
but the two to four year olds will primarily use it
because of their need to develop their motor skills.
Facilities
At capacity~ this space wiZZ provide eight moveable
tables allowing three square feet for each child. The
tables wiZZ vary from twenty to twenty four inches off
the floor. The fifteen chairs provided wiZZ vary in size
from 16 to 21 inches from the seat to the floor. Ten
throw rugs wiZZ be provided in this uncarpeted area to
be utilized as work spaces. These rugs wiZZ also provide
approximately three square feet and wiZZ be in various
geometric shapes. Tables and chairs wiZZ be of a bright
material. that wiZZ easily show their need for cleaning.
Three shallow water basins~ one foot by three feet~wiZZ

be provided for the various cleaning activities described

above. Materials in this space include: six one gallon
buckets; brushes~ rags and sponges; cleaning materials~

Windex~ etc.; six buckling~ buttoning~ and snapping frames~

two feet by two feet; four painting easels; paper and

writing materials. AZZ . these articles wiZZ be re-stored
by the children.

Relationship
The household area wiZZ need to have easy access for the
cleaning of outside windows without hinderance to the
other areas of study in the school.. It could be in close
proximity to the lunchroom as five to ten children of
this group wiZZ be chosen to serve a snack~ which wiZZ
be described in "dining activities" to the other children

throughout aZZ other areas. The noise level. of the room

wiLL be high and shouLd not be Located adjacent to
the sensory or inteLLectuaL Learning areas unLess
acousticaL consideration is given.

Character
These spaces are the chiLd's own work areas and must
be designed for him and not aduLts. The chiLdren must
be abLe to feeL that the space he chose to work in is
his own space. The character shouLd express mobiLity
and freedom of each chiLd. Since there are visuaL tasks
to be performed~ it wouLd be advantageous to have as much
naturaL indirect Lighting as possibLe to compLiment
the artificiaL Lighting LeveL. This wouLd aLso serve
to make the space feeL more open~ fresh and aLive.
MOTOR LEARNING SPACES - Dining FaciZities

CZass Size
The dining faciZity wiZZ be designed for the capacity
of 220 chiZdren and for a staff of 19.

Activities
The basic activity wiZZ be that of cZeaning and serving
Zunch for the chiZdren and the staff. Because of the
preparation of food the Zuncheon wiZZ be served at a
set time . The chiZdren aged four to six years oZd
wiZZ enter a serving Zine and choose the amount of food
they disire and then proceed to their tabZes with their
trays. The smaZZer chiZdren, two to four, wiZZ have
their food pZaced on trays at their tabZes by the chef's
assistant. AZZ of the chiZdren wiZZ be expected to
pZace their used dishes, gZasses and utensiZs in an
area Zeading into the dishwashing area. A pre-seZected,
rotating group wiZZ serve a snack to the various spaces
at mid-morning. The snack consists of some cut,coZd
vegetabLes (ie.cetery or carrots) or crackers or cookies.
This wiZZ be served on trays and these trays wiZZ be
repZaced in the kitchen cZeanup area by the chiZdren.
This area wiZZ aZso be used to show movies once a week
and witt be Large enough to accomodate parents who wiZZ
gather at the faciLity once every two months for about
1~ hours in the evening.
Facilities
The tables will vary from 20 to 24 inches off the floor
and will have approximately 15 square feet of surface
area~ seating six children. Two of these may be combined
to seat 10 children~ etc. if desired . . They will be
moveable as they will be taken outside on occasion for
picnic type dining. On these occasions the kitchen staff
will be responsible for the moving of these tables.
The staff tables will also be moveable to the outside
area and will have the same surface area as the children's
tables. The equipment will be of genuine utensils~ ie.
glasses and china plates~which will be stored after
washing by the kitchen employees.
Chairs for the 440 paren ts will be placed and stored
by the kitchen assistant on the assigned days. The
children~ during the movies shown after lunch~ may
either sit at their tables or on the floor.

Relationship
The dining area must be in connection with the kitchen
facilities which will be described under miscellaneous
spaces.

Character
The dining area is a place where the child is able to
learn how to eat properly. The space must be able to
be changed to produce different moods~ ie. formal~ semi-formal~

81
picnic casuaLity~ or entertaining eating as at birthday
parties.
 \

The Pink Tower (U.S.A.)

'
The Pink Towe_r

The Pink Tower (opposite). The pieces increase in dimension by

smallest cube measures 1 em per side, the largest measures 10 em.
 I
The Trinomial Cub

••• with a learning sit-

uation he has chosen."
EDUCATION BEGINS AT

v-:;:'

The Button Frame (U.S.A.) Cleaning and polishing metal obiects

a popular occupation in a M
Classroom.
Window-cleaning requires especial care
and co-ordination. It is a well-paid pro-
fession for those who wash the windows 1
of New York skyscrapers. These Dutch
children take their responsibility seri-
ously.
I
 EXERCISES OF
PRAC"nCAL LIFE
I like hanging up my
coat by myself-that
is, if you give me a
conveniently low peg,
, and plenty of time to
do it. (Acton, Eng-
land.)

Note Kaaren,s water-

proof apron, the old-
fashioned pitcher and
basin which encour-
age her to use muscles
(and care) that
modern plumbers
deny. Note, too, that
the equipment is
built for her own
height and reach.
 ..
:,
'

·en act of carrying juice on a tray requires careful attention. Lisa Pepe
mastered a series of preliminary steps be/ore she could fill the cup. .
 child teaches himself geography (above) using special inset material
,imilar didactic inset materials for learning biology (below) show the pa
,f a flower, a leaf and a tree. Preschool children enjoy learning biolog ica
omenclature with such materials.
~--------~--~------~------~~~--~~--_. The boy
(below) has made a design on his paper with the metal inset, and is now
coloring it. Note the orderly neatness of both wo rkers.

~hildren wo~kin.g with knobbed cylinders. This helps them develop thumb-
rrnger dextenty m grasping.

- - ->
child, working undisturbed on her own
from the Geometrical Cabinet.
Numerical Rods stored on a shelf (above). Note the alternating dark and
light colors for odd and even numbers. The equilateral triangles (below)
are from one set of Constructive Triangles.

The Broad Stair (U.S.A.)

SENSORY LEARNING AREAS - Didaatia MateriaZs

"The aim is not an externaZ one~ it is not the objeat

that the ahiZd shouZd Zearn how to pZaae the parts~

but that he shouZd know how to perform and exeraise.

The aim is an inner one~ nameZy that the ahiZd train
himseZf to observe; that he be Zed to make aomparisons
between objeats~ to form judgements~ to reason~ and
deaide; and it is in the indefinite repetition of
these exeraises of attention and of inteZZigenae
that a reaZ deveZopment ensues." 2

CZass Size
The aZass size wiZZ be at aapaaity 30 ahiZdren and
initiaZ equipment wiZZ be provided for 20 ahiZdren.
The staff wiZZ aonsist of one direatress and at aapaaity
she wiZZ have an assistant.

Aativities
This area wiZZ be open to aZZ but it is expeated the
ahiZdren aged three to five wiZZ be mostZy interested.
This age group has . progressed naturaZZy beyond simpZe
motor exeraises but is not yet . fuZZy quaZified for the
inteZZeatuaZ studies. The ahiZdren wiZZ sit at their
tabZes on their rugs and manipuZate the didaatia materiaZs
being free to seZeat any item at a time and work with

2 Or e m~ B.C .. A Mont essori Handbook. (New York~ Putnam~1965)p.88.

it as Zong as he wishes.

FaciZities
Didactic materiaZs used in this area wiZZ be:
3 sets - tower cubes (6 inches X 6 inches at base

& 2 feet 6 inches high~ as iZZustrated).

5 sets - coZor pZates ( 6 inches X 6 inches each

in 16 inch X 32 inch frames as iZZustrated)
5 sets - wood tabZets in 12 X 12 X 3 inch frames
5 sets - geometric inset frames each set in box
measurin~ 1 foot high~ 1 foot deep~ and
two feet tong in drawers as iZZustrated
5 sets - geometric form cards stored in 6"X6"X12" box
3 sets - coZored rods (Zongest rod 1" X 1" X 50 "

reducing to 1" X 1" X 5"~·iZZustrated as

are the above in motor section)
AZZ of the didactic materiaZs wiZZ be stored by the chiZd
who has used them. There wiZZ be 20 moveabZe tabZes
providing 3 sq.ft. per chiZd. The tabZes wiZZ vary from
20 to 24 inches off the fZoor. The chairs wiZZ vary from
16 to 21 inches off the fZoor. These tabZes may be pushed
together by the chiZdren so that they may work together
if they so desire. Twenty throw rugs~ providing approximateZy
3 sq. ft. of working area wiZZ be provided for the chiZdren
to work on the fZoor with their materiaZs.
Relationship
The sensory didactic area is essentially noisier than
the intellectual areas and therefore should be located
away or acoustically separated from this area.

Character
·The character of this space should instill the idea
of freedom of movement to and from the teacher, material,
and other children's activities. It should be another
learning aid in recognition of shapes, giving the
children the concrete as well as the abstract learning.
SENSORY LEARNING AREAS - Nature Studies

C~ass Size
The size wi~~ be 15 to a maximum of 25 and the staff wi~~

consist of one assistant at capacity.

· Activities
The chi~dren wi~~ care for and manage their ,own individua~

p~ants as we~~ as ~earning by studying the other students'

p~ants. These p~ants wi~~ be furnished by each child's
parents and sha~~ be started as a seed~ing p~anted as

instructed by the assistant. The p~ant wi~l be cared

for by the chi~d unti~ it grows to maturity or is over
approximately two cubic feet. At this time, it may be
rep~anted on the schoolsite or taken home or displayed
in the other areas at the discretion of the child. The
children will examine the growth structure of various
plant leaves and simple functions of geology and nature.
Experiments wil~ be conducted noting the effects of music
and adverse conditions on the p~ants. These will be
performed on plants furnished by the school.

Facilities
The facilities must house the plants for each child
and shall be at a height of not more than 36" . The smaller
children will place their plants near the floor and some
of the older ch£ldren will have stands for their plants

of varying heights up to the 36" maximum height.

4/ .
 Storage in the area must house 15 small hand spades~ 10
turning forks~ 20 pots to be replenished as needed and
of varying sizes not over 6" base diameter. A small
amount of plant food will be needed ie. 5 lb. bag of
fertilizer and nutriments in small cans. All of these
materials will be available to the children and shall
be restored by each child. A 3' x ?'working table
will be provided for instruction on planting~ examination
and re-planting~and should be not over 3' in height to
allow observation. In addition~ an ant farm wilt be
provided by the school (4 ' in height and 6 ' long) for
observation along with six~1' x 2' x 2' high~small fish
aquariums.

· Relationship
The space should be adjacent to the outside for further
handling of plants and for nature studies. The area
should have a water source for the children to water
their plants.

Character
A greenhouse atmosphere will be provided for the
growing of the children's plants with a visual tie to
the outside.
SENSORY LEARNING AREAS - ThermaL~ OLfactory, Taste

"Our five senses are our onZy means of conveying

information to our brains about the externaL worLd
which surrounds us, and it is equaZZy evident that to
. act wiseLy and surety in the world, the brain has the
need of the fuLLest and most accurate information possibLe
given by aZZ the senses and not Just vision and Hearing." 3

CLass Size
The capacity size for this space wiZZ be 20 chiLdren
and the initiaL equipment wiZZ be purchased for 10 chitdren.
The initiaL staff wiZZ be one directress and wiZZ at
capacity add one assistant.

Activities
The activities in this area wiZZ be carried out in
much the same manner as in the sensory didactic room as
far as the freedom and procedure invoLved in investigating
the materiaLs. The chiLdren in this area wiZZ basicaZZy
be from 4 to 6 years of age, having aLrea dy mastered
the simpLer motor exercises and wiZZ enter the space
and work individuaLLy or in groups.

Fisher, Dorothy C. . The Montessori ManuaL for Teachers

and Parents . ( Cambridge, Mass., Robert Bentley, 1966),
p. 23-24.
Faci~ities

There ~i~~ be ten odd sized tab~es varying in size

from 24" to 40" off the f~oor ~ith chairs incorporating

a c~imbing side to reach the seat and reaching a

seat height of 3" be~o~ surface area. 15 rugs ~i~~ be

provided ~ith an approximate ~orking area of 3 aq.ft.

in different shapes ~hich ~i~~ be obtained and re-stored

by the chi~d. Apparatus ~i~~ inc~ude 5 sets of boxes,

2' x 2' containing 25 or 30 pieces of moat~y · c~oth, but

a~so having ~ood, stone and meta~ sma~~er pieces. The

muscu~ar and stereognostic senses ~i~~ be enhanced by

5 sets of boxes containing coins of a~~ denominations,

ba~~s of same size but different ~eights, e~ementary

forma and sma~~ objects. These 1 1

x 1 1
boxes ~i~~ be

stored by the chi~dren.

5 sets of 20 different essences ~i~~ be stored in the

area by the chi~dren. Each set ~i~~ be 1'high, 1 1 deep,

and 2' ~ong containing pu~~-out trays. Therma~ and

taste senses ~i~~ be stimu~ated ~ith the use of 3 sets

each of different materia~s and tab~ets. The therma~

sets ~i~~ each have p~ug in heating and coo~ing units

and five to ten ~iquids in separate bott~es as ~e~~ as

~inen and ~oo~ scraps, ~ood, ~ax and meta~. Each set

~i~~ measure 1' high, 2' deep and 2' ~ong.

The taste sets ~i~~ contain 20 to 25 different tab~ets

and ~i~~ be rep~enished by the directress or assistant

as needed. They wiZZ measure 4" high~ 1' deep~ =nd 2'
Zona~ and shouZd be on sZiding trays for easy inspection
and re-storage.

ReZationship
The thermat~ oZfactory~ and taste Zearning areas shouZd
be adjacent to the nature studies as the activities are
easiZy reZated to nature.

Character
The character of the space wiZZ incorporate the same
freedom of movement and Zearning from others as do
the other spaces.
SENSORY LEARNING AREAS - Musia and Sound Rooms

CZ.ass Size
At capacity the space wiZZ be designed for 20 chiZdren
with one direatress and one assistant. Equipment wiZZ
be added as the total. enroZZment increases.

Activities
The point of these aativities is to introduce the
ahiZdren to musia. It wiZZ be a space for the ahiZdren
to make and Zearn about music. They wiZZ sing, danae,
pZay instruments, areate and Zearn to Zisten and understand
musia. This spaae is not intended as a Zistening
space for groups.

FaciZities
This area wiZZ inaZude a piano on casters, 4 tape recorders
with headsets, 3 beZZ units 3' x 6" x B" high (as iZZustrated),
5 maracas, 5 tamborines, 2 tone bZoaks, and 3 triangZes.

ReZationship
This area shouZd be separated acoustiaaZZy because of
the variation in the sounds produced.
 THE BELLS AS A MUSICAL INSTRUMENT
The bells have also a higher function than a mere sensory
cise. When arranged in a scale they can be used for learning
names of the notes and for playing tunes. This illustration shows
boy playing a tune which he composed himself to go
COWR SPOOLS of his favorite poems from "A Child's Garden of V erses"
Robert Louis Stevenson.
 is blindfolded girl is feeling the geometrical solids to develop her tactile
stereognostic senses.

The study of geometric forms begins early at a sensorial

level. The children are replacing the cut-out wooden forms
(regular polygons) in their respective sockets - the boy
above by the sense of sight, the girl below by the sense of
touch.

dried peas while blindfolded helps develop sense of touch

:~ 11·s
Josephine's power of concentration.
 ISOLATION OF DIFFICULTIES
The sense of touch is more important to young children
than to older ones or to adults. Little children are always
touching things in response to a natural urge. Montessori
makes educational use of this instinct as a preparation for
writing.

A blindfolded girl is matching pi~ces of material according to their "feel.

Such an exercise he lps to develop the sense of touch.
INTELLECTUAL LEARNING AREAS - Writing and Arithmetic

CZass Size
At capacity, the area wiZZ be designed for 30 students
with one directress and one assistant. It is expected
that there wiZZ be 15-20 students initiaZZy.

Activities
The activities invoZved in this area are a continuation
by the chiZdren of the Montessori Method and are
briefZy iZZustrated after this section. ChiZdren wiZZ
be working more at their tabZes and there wiZZ be Zess
motor activity invoZved.
The chiZdren wiZZ be working aZone or in smaZZ groups
of 2 to 5 chiZdren. Sitting on their chairs or fZoor
rugs, they wiZZ exercise with moveabZe Zetters and numbers.
The chiZdren may sit on the fZoor and be speZZing ie.
verbs . and begin to jump about iZZustrating the action.
This free movement is encouraged aZthough the speaking
ZeveZ wiZZ be Zower than that of the motor exercise rooms.

Fac iZities
Since this is a continuation of aZZ the Montessori apparatus
the chiZdren invoZved wiZZ be mostZy 4 to 6 years of age.
The materiaZs wiZZ incZude:
1) ten sets of Zetters and numbers on 2" X 3" cards.
Each set wiZZ be 4" x14" x 4".
2) 3 sets of pegs and peg board- each set in box 2' x
 3, % 2,

3) 3 seta for division, 1 ' :c 2' :c 7"

4) Bead aheZves - 8' Zong 5' high and 8" deep, open
at front for chiZdren to store beads.
5) 5 seta of thousands to units digit cards -
units in 2" :c 3" :c 2" bo:ces
tens in 2" :c 3" :c 4" bo:ces
hundreds in 2" :c 3" :c 6" bozea
thousands in 2" :c 3" :c 8" bo:cea
BJ 3 seta bead bo:cea - each set 2" :c 3" :c 8"

7) 1 refiZZabZe paper bin 9" :c 12" :c 12"

8) 1 refiZZabZe penciZ drawer containing coZored and
reguZar penciZa
9) 3 seta of cut out · Zetters and numbers each aet measuring
4"% 14" % 14"
Storage for these sets wiZZ be by the chiZdren.
There wiZZ be 20 moveabZe tabZes in this area, 20" to
24" off fZoor, giving 4 sq. ft. working areas. The
_chairs wiZZ be 17" to 21" from fZoor to seat. Twenty rugs
giving a 4 sq. ft. working area wiZZ be provided which
wiZZ be stored by the chiZdren.

ReZationahip
This is a quiet area with much more concentration invoZved.
It couZd be Zocated near Zunchroom which wiZZ be in uae
onty at meattime, or an~ area free of harsh noises.
The chitdren can take their tabtes outside during good
weather making outside access a necessity.

Character
The spaces shoutd be of a tight and airy nature, incor-
porating the freedom of -movement to and from the teacher
and other rooms.
INTELLECTUAL LEARNING AREAS - Language and VocabuZary

CZass Size
At capacity, the area wiZZ be designed for thirty students
with one directress and one assistant.

Activity
The chiZdren in this area wiZZ be sitting at tabZes
or on the fZoor, making words and phrases. The individuaZ
chiZdren wiZZ be sitting,watching and activating a
screen which wiZZ correZate with the tape recording
he or she is pZaying. They wiZZ have tapes to record
their own voices, heZping them to practice saying words
and phrases. The chiZdren wiZZ aZso be studying
cards containing words and pictures to teach them the

various parts of speech. They may wish to re-write

the words and give them to the teacher for her comments
or to the other chiZdren .

FaciZity ·
The space, at capacity, wiZZ contai n twenty tape recorders
with heads e ts, measuring approximateZy 2 ' x 2 ' x 8 " high
which wiZZ be mount ed on tabZes with cas te rs. There wiZZ
be 15 sZide projectors approximat eZy 2 ' x 2 1 x B" which
wiZZ be pZaced on the same tabZe as the recorder .
The recorders and projectors will be covered by cloths
when not in use. The screen areas will be projected
on the walls of the space itself, the picture area
not e~ceeding 4' ~ 6'. The tables for the recorders
and projectors will be 60 " long, 36 " deep, and 25
to 30 " off the floor.
The tables, chairs, and rugs will be the same sise
as those provided in the sensory didactic a~eas.

Storage for tape recordings and slides will have to

accomodate 50 to 75, 6" ~ 6" ~ ~ " tape recordings,
and the same amount of slide carriages, 10 inches in
diameter and 3 inches high. Refillable storage for
paper and pencils will be provided for twenty children.

Relationship
.
This space could be related to any of the sensory learning
areas.

Character
This space must be able to provide adequately lighted
areas for the children not using tape recorders and
projectors.

53
 ADDmON

Assigning cards to the number rods

before adding.

' '
,,, "X'
,,
'-'
._, ,,,
'
"'

The Movable Alphabet (opposite) has many uses. In one exercise,

teacher says a word and the child chooses the letters to form the word.
 ..... _
~ ~:: ... ~ .......
..::..:.·.:::·
-:
i
.
aj I ='\
' ·*: fii~
- &8

nt: o
'.QlRI ::ur.
... __..., ... - "hf :tl~~

f·
-._ ..tu!f!it.•.
--·1 '-
,;.
u
·r:
.-
Ill!~

H~ !~

An array of mathematical bead materi I

uppermost shelf; the square mat . I . a . The cube material is on
linear chain material hangs i n thena·~~lra~~edf
on shelves below; and
on the extreme left. e ml e. e amous 1,000-bead chain
 I

hing the name to the proper geometrical solid.

.-!".· ·1HJWI
·----
,
4

c.
>
,,
\

4
•,,
...,
·f.· 'i~ISIBI
7
K
'.J

'j. "'• I ......... ; I

J., .,.,,hillt' starts to spell with cutout letters before pencil and paper
qr. intrt~tlurt·d. tit six, many can id the
~~~~~~~~~~~~----~~
Finding the Square Root by means of symbolic pegs and peg board.

A child watches intently while another performs an exercise in mathematics.

Montessori says that "the best teachers for children are children themselves,"
and notes that they "like the company of another child much better than that
of an adult."
Sight-and-sound corner: The boy wearing earphones is
listening to a French lesson played on a tape recorder. As the
words are spoken, he repeats them for his classmates.
ARRIVAL OR ENTRANCE SPACE

Size
Must accomodate the 220 chiLdren in the mornings from
8:45 to 9:15 . ApproximateLy 100 witt Leave at 1:30 PM
and the remainder witt depart at 3:00 PM.

Activities
This space is for receiving the chi Zdren in the ..morning
and for dispersaLs in the afternoon. The chiLdren witt
prepare for the schooL day in this space, removing
outer garments. This area witt aLso be used to
watch teLevision whi .Ze the chiLdren are waiting for
their parents.

Facilities
Furnishings - IndividuaL storage units shouLd contain
hangers and storage for the personaL beLongings of
each chiLd. Each unit witt contain enough room for a
chiLd's overcoat, boots, apron, drawings or other articLes
made in cLass, and shouLd provide room for an extra change
of cLothing.

ReLationship
This space shouLd be in some way reLated to the business
office or teachers ' offi.ces for controL. The space shouLd
have an area to view their parents or their cars when
it is time to Zeave. It aZso shouZd be reZated
to aZZ the spaces as it wiZZ serve as the starting
and terminating pZace for aZZ activities throughout the
day.

Character
Must be adaptabZe for both chiZdren and parents.
Space shouZd serve as a transition between the aduZt
worZd and the chiZdrens' house.
BUSINESS OFFICES

Size
Large enough to accomodate on~ Director and two assistants
with three or four parents at one time.

Activities
In this space all general bookkeeping and various
filing procedures will take place. Individual
discussions with parents and teachers can be held
in the Director's office.

Facilities
Furnishings - waiting area for 6 or 7 parents with adequate
space and seating. Space for director and two assistants.
Equipment - no special equipment
Storage - recorda of school children as well as brochures
on school activities, financial statements, and all
bookkeeping files must be stored. Also to be stored
in this apace are the personal belongings (coats etc.)
of the Director and the business office staff.

Relationship
Should be adjacent to arrival space for entrance and
exit control purposes, however, it need not serve as
an observation space for all daily activities.
Character
The spaae shouZd be adapted to the aduZt and not the ahiZd.
DIRECTRESS OFFICES

Activity
Will primarily function as a place where the teachers
and their assistants can have their personal belongings
and a place to rest. In the offices and lounge will
probably be discussion on the activities of the day or
the week. Although there are no phy_sical grades
given in a Montessori school~ it is expected that
evaluation of a student's work or general progress
will be reviewed here.

Facilities
Furnishings~ equipment~ and storage in these facilities
will be enough to provide for the six Directresses and
their six assistants. Each directress will have her own
office and the ten assistants will share offices in pairs.
It is expected these employees will be at the school
from 8:00 AM to 3:00 PM.

Relationship
This space should also be in close proximity to the
business offices for convenience (t e leph one~ etc.).
Character
The offices wiZZ have naturaZ Lighting and shouZd be
a pZace where the directress and the assistants couZd
be physicaZZy and mentaZZy away from the chiZdren or
the other staff members.
KITCHEN

Staff Size .
The staff size wiZZ be one ahef and his assistant.

Aativities
The kitahen staff wiZZ prepare and serve the food
for the 220 ahiZdren and 19 staff members. The kitahen
staff wiZZ pZaae the two to four year oZd ahiZdren's meaZs
at the tabZes on trays, just prior to the ahiZdren's
entranae. They wiZZ then serve the remaining ahiZdren
and the staff. The ahef wiZZ aZso prepare the morning
snaak on trays for the ~hiZdren. The assistant wiZZ
wash the inaoming dishes and ·be responsibZe for moving
the tabZes and ahairs inside and outside.

FaaiZities
The aatuaZ quantities of food have not been researahed
as yet but they wiZZ inaZude:
Refrigeration Preparation tabZes
UtensiZ serving tabZe urns
Hot and aoZd serving tabZe Storage aabinets
Iae maahine Range and ovens
Bread warmer
SoiZed dishes - dishwashers
Re"Lationship
The storage areas should be adjacent to a loading area
off a service drive.
REST ROOMS

Size

The numbe~ of wate~ alosets and lavato~ies has yet

to be deaided.

Activities

The ahild~en will be expeated to olean-up afte~ lunah

as well as afte~ any othe~ aativity in whiah they beaome

di~ty.

Faailities

Fu~nishing and equipment must be saaled to the speaifia

age g~oup of the ahild~en. The sizes of the wate~

alosets and lavato~ies will be suited to the smalle~

ahild~en. The sepa~ate adult facilities will aaaomodate

the staff and pa~ents.

Relationships

The ~est ~ooms fo~ the ahild~en should be loaated

nea~ the moto~ lea~ning and sens o ~y lea~ning a~eas,

as well as the lunaheon a~ea.

The adult ~est ~ooms should be nea~ the business

offiaes, waiting a~eas, and teaahe~s offiaes.

Character
There shouLd be a feeLing of openness expressed in
the rest room faciLities to convey to the chiLd that
~hat he is doing is not necessariLy something that
must be done in strictest privacy~ that it is as
naturaL as ~ashing his hands.
SITE SELECTION
AREA SELECTION

The area ahosen for this projeat is in North Dattas,

bounded by Hittarest Road to the West, Forest Lane tp
the South, White Roak areek at the East and Churahitt
Road to the North . A drawing of the area is inatuded
at the end of this seation.
The sahoot site witt be planned near the South end
of the totat site, presently oaaupied by Forest Ritts
Golf Ctub. This atub witt not renew its tease, as the
upper portion of the golf aourse is being developed
for mutti family struatures. The zoning in the totat
area is mutti family and the sahoot witt operate under
a speeifia use permit. The aatuaZ boundaries of the
site woutd be determined after the preliminary drawings
have been aaaepted.
The site has many grassy, rotting hilts, and is
·VirtuatZy aovered with trees. Att utilities - gas, water,
sewage, telephone and eteatriaity for the area were provided
when the aZubhouse was buitt and may be easiZy utilized.
Aaaess aan be either off Forest Lane or Hittarest Road.
The Montessori sahooZ witt be toaated in Dattas,
Texas in an area with a number of higher inaome families.
The faaitity witt targeZy aaaomodate the families who
desire a strong basis for Zearning to be developed in
their ahitdren. AZso, many of the parents witt aontinue
to send their ahitdren to private sahooZs in the future.

70
The North Dallas area has many established private
schools in the area providing an outlet for their
children beginning with the first grade.
The financial aspect of the school will be on
a tuition basis increasing with the age of each child.
The tuition will be appro$imately $900.00 per school
year (9 months) for children aged two and three years.
The tuition will increase $50.00 per year for chiZdren
aged four to Bi$ years.
 MONTESSORI SCH()()L OF DALLAS
School Address: Correspondence Address:
5608 Northaven Road 4629 Forest lane
at North Dallas Toll Road Da llas, Texas 75234

DIREC TRESS
MR S.M ARLOWJ . MULOOON November 6, 1968

Mr. H.C. Hamilton

2212 5th Street #46
Lubbock, Texas
Dear Mr. Hamilton:
Per your recent request, Mrs. Muldoon suggests
that you contact the Montessori School of
San Anti6nio, Loop 440, for the information
you need.
If we may be of assistance in any way, please
do not hesitate to call on us.
Sincerely,

~~~
Lisbeth Stewart
Administrator
 MONTESSORI SCHOOL OF DALLAS
School Addr111: Correapondence Addren:
.5601 Northaven Road 4629 Fare1t lu•
at North Dallal Tall Road Dallo1, T••a1 752:14

DIRECTRESS
MRS . M4RLOW J . MULOOON

Regulations and Procedures for Admission of Re-admission.

1. Admiuion to the Z.lontessori School of Dallas is premised upon the following:

A. Filing of this non-returnable application with a $25.00. Registration fee

which should be mailed '~ith applications. After you have mailed your forms
and registration fee you will be notified of an interview time for your child.
(Former students re-admission registration fee is $10.00)
B. A satisfactory interviet~ uith one/or both of the parents or guardians.
c. Satisfactory performance on entrance examinations.
D. Official notification of acceptance and completion of contract.

2. Enrollment is understood to be for the full school year. A prorated rebate of

tuition can be granted only in case of extended illness or of withdrawal from
school because the family is moving to another community. A written request
made by the parents ntu~t be approved by the directress of the school.

3. The school reserves the right to insist upon the immediate withdrawal of any
student whose presence in the school is con1idered detrimental either to the
student's or the school's best interest. (Tuition will be refunded.)

4. FEES: Tuition for the Academic Terms is payable in advance on the dates indi-
cated below in addition to the -Registration Fee.

We offer four {4) programs please refer to page 2 for this schedule.

5. At the end of the year a report will be mailed in reference to the progress made
during the year. If your child shows any special problems in school the Direct-
ress will inform you.

6. All students are required to wear the school uniform which will be available at
a convenient source. This information will b~ sent to you along with admission
slip.

7. All parents are asked to please try to make the Montessori Pre-School A11ociation
meeting held on the third Tuesday of each month.

Due to increasing requests for admission it is necessary to hold enrollment open for
only two weeks before receiving application and ·registration fee. After that time
applicants name will be placed on waiting list.

Interview is for the purpose of knowing which program is best suited for your child.
Fall Tuition due by September 10 • in full
Sprine Tuition due by January lOth - in full

PROGRAM SCHEDULE

};'RQGMM NO. 1

PRE-SCHOOL • AGeS ( 2-3-4 )

MEEtS: nu:ce (J) Times per week
Three (3) Ilours per Sesaion
( 9 :~
( 11:30 A.M. till 3:00 p.m.
.lll~
l'•"'iita ...UU.=:U-.:J)Q- p_ Olt ~
TUITION: Fall Term $ 140.00
Sprine Term $ ~75.00

PROGRAM NO, II

KINDERGARTEN - Ages ( 4 - 5 )
MEETS: Five! "(5) Times per week ( ~:OO !a}tl. t: Ul ~~~ ~
~~ : 00 p.m.
Three ( J ) Hours per Session ( 11:30 A.M. till 3:00 ~.m.

TUITION: Fall Term $220.00

~pring Term 275.00

(Books & Supplies - $32.50 for nine (9) months.perio9 and due with
registration,)
PROGRAM NO, III

KINDERGARTEN Ages ( 4 - 5 )

MEETS: Five ( 5) times per week ( 9:00 A.M. till

Six-& one- half ( 6-1/2) Hour s per session 3: 00 p.m. )
TUITIOX: Fa l l Term $ 300.00
Spri ng Te r~ $ 315.00

( Books & Supplies s ame a s pro gram No, Il )

PRQGRAM· .NO, IV

FIRST GRAD~

MEETS: Five time s pe r w~~k ( B: JO A. M. till 3: 00 p.m.)

TUITION: Fall Term $ 300, 00
Sprine -Term 1 $ 300, 00

( l3 ooks & Supplies - $65.00 for nine (9) months pe riod and due wit h
r es i str.:lt i on,)

PROGRAM NO. V - $45.00 per mont h

AFTER SCHOOL DAY CAR£

3:00p.m. t ill 6:00 p.m. five ( 5) days a week.

 P R 0 GRA M

The forty- five minute class schedule with different teachers helps the child
in the following manner:

1. The subject manner is important and the attention span on

each subject is limited at this age .

2. Change of room and subject matter is to keep interest at its

highest point. Also by having different teachers they will
l earn to understand and work with people of different and vary-
ing personalities .

3. Each child has a homeroom teacher at the first period in the

morning . It is here that the child puts up their belongings
and gets organized and ready to venture into the activities of
the morning.

4. The Physical Education Program i s most important at t his age

and i t helps the child to be in a better physical condition .

5. The l anguages (French and Spanish) help the child in learning

sounds to prepare him f or his basic reading program of the 42
sounds for Phonics . To learn to listen and to be able to pro-
nounce in another language is most i mportant for the inner ear .
It is a known fact that at this young age one can learn lan~
guages as a second nature. The order of recogn1z1ng names of
other articles in anot her language helps the mind in l earning
to remember .

6. The Rhythm band teaches the children to be able to work as a

family .

7: Art helps the child to express his feelings.

8. The Phonic Class prepares the child for an excellent foundation

for reading .

9. The kindergarten level have homework . This is a matter of

choice for each student. Sometimes this is the only time a
parent takes to be alone with the child .

10 . The break for a cookie in the morning is also a matter of choice .

11 . Field trips are fun and educational. The children enjoy these
trips , espe cially the bus ride . Most important, they learn to
be out of their own home and school and learn how to act l i ke
little young ladies and gentlemen in the outside world .

12·. The concerts are also a matter of choice . The children l ove to
perform and enjoy the outing with the family.
 PURPOSE AND OBJECTIVES OF MONTESSORI SCHOOL OF DALLAS

The Purpose of the Montessori School of Dallas is to provide an early educa-

tion program in which the foundations for a lifetime of creative learning
are developed effectively and efficiently in the child . More specifically,
to develop within the school a learning environment which surrounds the
child with maximum motivation and opportunities to learn and achieve in
directions consistent with his individual level of maturati on ,

The Ob j ectives or "Outcomes" to be developed within the t!h ild include:

1) Above all, favorable, positive attitudes toward learning and toward school .
Initial school experiences, unless carefully designed i n keeping with
the psychological developments and interests. of . tne ~ child, can produce
negative attitudes and a lasting distaste for learning and study. In
a world in which the rate of change is constantly increasing, we have no
choice but to be student s all our lives; hence, the importance of early
educational experiences in laying the foundations of a lifetime thirst
for l earning and reading .

2) Habits and Skills essential in becoming an efficient student. These

basics include the development ·of habits of concentration, of order , of
initiative, of creat ive self-express i on , of cooperation, of persistence;
i . e., the habit of working at a task until it is satisfactorily comple-
ted.

3) Confidence in self as an independent learner . Unless the child is con-

fident that he can achieve, he lacks the courage to try. Appropriately
designed learning tasks and materials geared to each child ' s level of
learning readiness, assure success and the consequent rewarding sense of
achievement which prompts further effort. In performing these tasks
the child not only learns that work is a source of keen personal enjoy-
ment, but likewise gains a feeling of security and a sense of indepen-
dence .

4) Ability to perceive clearly. Clear perceptions of the world in which

the child lives constitute the background for further learning . . A
clear mental grasp of objects, numbers, similarities and differences
in the chi l d ' s environment, sharpens his interests thus awakening int-
ernal motivation. Since insights and ideas are built on sensory ex-
periences, materials and learning tasks are designed to develop sensory
acuity in the child . Clear percepts become the building blocks for clear
concepts.

5) Montessori aims to prepare children for a life of learning. Montessori

emphasi zes learning through the senses , through doing and manipulating
without interruption . Children whose parents attempt to " back up" the
school by implementing Montessori within the home usua lly make greater
progress .
 MONTESSORI SCHOOL OF DALLAS
5608 Northaven Road
at North Dal las Toll Road
Dallas, Texas 75234

1. What is the purpose of the Montessori School of Dallas?

The purpose of the Montessori School of Dallas is to help each child devel op
within himself the foundations for a lifetime of creative learning; i.e ., the
basic ideas, atti tudes and sk ills essential for success in school and in life :
a thirst for learning, favorable attitudes toward school, habits of concen-
trat ion , of initiative, of order, of persistence.

2. Who was Maria Montessori?

She was an I talian physician and educator, the firs t woman to receive a med-
ical degree in Italy . Born in 1870, she developed a psychological ly-rooted
method of educating children . She devoted her life to this and was honored
and respected throughout the world at the time of her de ath in 1952.

3. Why did she develop her special teach.ing method?

She developed her method because she was distressed with the usual r i gid
teaching techniques used in Europe at the time . Feeling that the young child
had more potential t han educators realized , she began to develop t his potential
through a sensorial approach ( teaching the young child through his natural
i nterest in ex-ploring the wor ld through his senses) . She implemented what
Thomas Aquinas had emphasized, Nihi l in I ntellectu Quod Non Prius Fuerit in
Sensu.

4. What is the Montessori Method?

An approach to education which emphasi zes the potential of the young child
(under age five ), a nd which attempt s t o develop this potenti al by means of
a prepared environment , utilizing speciall y trained teachers and special teach-
ing ma:terials .

5. What is " The Absorbent Mind"?

Montessori ' s name for age periods when the child shows unusual capabilities
in acquiring particular skills. A modern name for this phenomenon might be
"formative periods" or "periods of speci f i c maturational aptness" . .. .. a
period in which the child is psychologically attuned to learn or acquire given
ideas or skills more easily than at any other period .
~

\.__0 What are some examples of " sensitive periods"?

The sensitive period for writing is between 3 1/2 to 4 1/2 ; words leading to
reading and numbers, 4-5; and prec i se movement and coordination , 2 1/2 to 4;
for acquiring a sense of order 2 1/2 t o 3 1/2 years old .

7. What is the Montessori concept of "freedom" ?

Freedom is a goal, not a starting point. A free child (or adult) is one
who has developed his potential and prefers to work out problems for him-
self , but is capable of asking for and receiving direction when necessary.
An undisciplined and unskilled child (or adult) is not free, but is a slave
to his immediate desires, and is excessively dependent on others (whether
parent or teacher, wife or husband). The free child, of course grows into
the free adult.

8. What is the Montessori concept of discipline?

Montessori discipline is an "inner discipline"--an inner control which the

child develops over his own behavior through working with the Montessori ma-
terials. Dr. Montessori noted that many so- called undisciplined children
were really frustrated because of a lack of proper stimulation and inadequate
opportunity to achieve happiness and self- control . After a period of time
in a Montessori class most children gain a marked measure of self-discipline .

9. What happens to children who transfer from a Montessori School to a pub-

lic school?

It is usually recommended that an achievement test be given so as to assure

proper placement of the children. As a rule Montessori pre-schooled children
go to kindergarten. If they transfer at age 6- 10 they frequently are advanced
one year . Older children are much more suitable for transfer because many
schools now make provision for advanced pupils in higher grades . Much depends
on the school, however, and each situation should be evaluated separately .
Montessori children are quite adaptable since they have learned to work on
their own without constant supervision .

10. How many grades do Montessori Schools have?

In keeping with the best of modern practice ~ Montessori classes are ungraded.
(Ungraded classes are now being adopted as "very modern" in some of the best
public and parochial schools '~) Children from 3- 6 are in the lowest class,
6-9 in the first elementary class and 9 -~2 i n the second elementary, etc.

11. What is the advantage of ungraded classes?

A child can work with older children in one subject, younger children in
another, and s till have social interaction with chi l dren his own age. It is
the only solution to the problem of "skipping" and " holding back" children
who do not fit in academically, so often encountered in most schools .

12. Is there ever any formal teaching in a Montessori School for children
3 - 5 years old?

Yes, even the youngest child may receive specific lessons in French, Spanish,
Phonics, Music, Math and Physical Education. The main emphasis, however , is
on preparatory activities-- aiming to develop adequate readiness in the child
for forward learning later .

13. How widely spread are .Montessori Schools?

}
There are about 60 Mont essori Schools in the U.S. at present. Montessori
Schools exist throughout the worl d; in the various countries of Europe,
especially in Holland, Belgium, England, Ireland , Italy, France, in Ceylon ,
in India where there ar e reported 600 Montessori Schools , and, even in
Russia .

14. Does Montessori, s ince it originat ed in Europe, " f it" the needs of
American childr en?

Yes, though the s pe cific manner of application may differ from country t o
country, and culture to culture . One of the principles of Montessori is that
the Mont essori program must be made cultural ly rel evant and consequently so
ad?pt ed as to reflect differences and recogni ze varying needs . However,
the bas ic needs of children are the same the world over : All nee d accep-
tance, security, opportunity to discover , learn, achieve, and love . In
Europe chi ldren go to school and know the meaning of yes and no . In America
we have to review these words.

15 . Does Ameri can early child- research support or contradict Montessori

t heories?

In general, it is amazing how research findings, especially in recent years

( e . g . sensitive periods and imprinting), underscore the wisdom of Montes-
sori theory and practice .

16. I f you have further questi ons , ple ase feel free to write or phone us .
Nov e.m be.Jt 1, 19 6 8

New WoJtld Monte.~~oJti PJte. Sehool

10105 N. Pe.nn~ylvania
O~lahoma City, Te.xa~

I am a ~ifith ye.aJt AJtehite.etuJte. majoJt plte~e.ntly woJt~ing

on my the.~i~ fioJt a Baehe.loJt o~ AJtehite.etuJte. de.gJte.e. at Texa~
Te.ehnologieal College. in Lubb oe~ , Te.xa~. I have. eho~e.n to
de.~ign a ~ehool to teaeh the. Monte.~~oJti method ofi le.aJtning
fioJt ~hildJte.n ofi uppe.Jt middle. ela~~ fiamilie.~ to be. loeate.d
in Valla~, Te.xa~. I hav~ eho~e.n to de.al with thi~ ineome.
gJtoup in oJtde.Jt to allow my~e.lfi the. ne.ee.~~aJty fiinaneial
~uppoJtt a~ the. AJtehite.et fioJt the. pltoje.et.
Thi~ fiiJt~t ~eme~te.Jt, we aJte. to a~~ume. the. po~ition ofi
the elie.nt in t.he. pltopo~e.d pltoje.et, a ta~~ Jte.quiJting a t hoJtough
~nowle.dge. o~ the. ~ubje.et. A bJtie.fi eomme.nt on e.aeh o6 the que.~ ­
tion~ be.low that apply to youJt Monte~~oJti Seh ool would be.
o6 imme.a~uJtable. be.ne.fiit to me..
The. time. e.le.me.nt fioJt the. plte.paJtation o~ my WJtitte.n pltogJtam
i~ ~aiJtly limited at thi~ point. The.Jte.fioJte., I have. pltovide.d in
thi~ le.tte.Jt , ~paee. be.low e.aeh que.~tion fioJt you to jot down
any applieable. infioJtmation ~ we.ll a~ a ~tamped, ~e.lfi-addJte.~~e.d
e.nve.lope ~o a~ to Jte.qui~e. a minimum ofi youJt time. and e.fifioJtt .
Any additional in~oJtmation in the. ~oJtm o~ bJtoehuJte.~ oJt
lite.~atuJte. on youJt ~ehool would be. gJte.atly applte.eiate.d. Than~
you onee. again ~oJt youJt ~ind eon~ide.Jtation and Jte.~pon~e..
Sinee.Jte.ly,

----
1. What i~ youJt plte.~e.nt e.nJtollme.nt and what would you e.~timate.
youJt e.nJtollme.nt to be. fiive. ye.aJt~ fiJtom now? ,
1'14 ~ 7ld- ~ b~(J c/~ ~ ~ .~
2. 06 the. 0 amilie.~ that ~e.n d the.iJt plte.-~ehool ehildJten to
youJt ~ehool, what i~ the. ave.Jtage.~eome. bJtae~e.t?
tf" ~ /& ~ ~ ru ~ ~-
3. What i~, in youJt opinion, the. optimum diJte.etJte.~~/ehild
Jtatio fioJt the. Monte.~~oJti ~y~te.m (ineluding aide.~)?
~~~'-i<ru»~,~k-~ ~ ~ / ~
~.Lf/~~~-~~
~1h1 ~~.
4. Vo y o u~ nac~l~~~e~ p~ov~de no~ a ~pi~~ day- 4 h~. ~chool
and 4 h~~. nu~~e~y ca~e? In on
ye~, wha~ pe~cen~age ~he
ch~ld~en ~ema~n no~ day nu~~e~y ca~e?

7l4.

5•

6. V~d an a~ch~~ec~ de~~gn you~ nac~~~~e~? I6 ~o, could

you g~ve me h~~ name o~ add~e~~ 6o~ 6u~~he~ comp~ta~~on
o6 ~aw da~a on ~he Mon~e~~o~ Me~hod?
~ .,?;;. ~-r-~.
~~ WA~ ~~ r!Lrx_ .
lk~--/ ~
H-
/1 - sr:
I~ .
 t.F~CJ::lVED NOV··- 7 1968

No v e.m b eJt. 1 , 19 6 8

Monte.~~o~~ Schoo~ 1neo~po~ate.d

Co~po~ate. 066~ee.
255 S. Oa.k.nott
Pa~e.de.na, Cal~6o~n~a

1 am a6~6th ye.a~ A~eh~te.etu~e. majo~ p~e.~e.ntty wo~k.~ng

on my the.~~~ 0 o~ a. Ba.ehe.to~ a6 A~eh~te.etu~e. de.g~e.e. at Te.xa.~
Te.ehnatag~eal Colle.ge. ~n Lubbock., Te.xa~. 1 ha.ve. eho~e.n to
de.~~gn a. ~ehoot to te.aeh the. Monte.~~o~~ me.thod o6 le.a.~n~ng
6o~ eh~ld~e.n on uppe.~ m~ddte. eta~~ 6am~l~e.~ to be. loeate.d
~n Valia~, Te.xa~. 1 have. eho~e.n to de.a.l w~th th~~ ~neome.
g~o~p ~n o~de.~ to allow my~e.l6 the. ne.ee.~~a.~y 6~na.ne~al
~uppo~t a~ the. A~eh~te.et 6o~ the. p~oje.et.
Th~~ 6~~~t ~e.me.~te.~, we. a~e. to a~~ume. the. po~~t~on o6
the. et~e.nt ~n the. p~opo~e.d p~oje.et, a ta~k. ~e.qu~~~ng a. tho~ough
k.nowte.dge. o6 the. ~ubje.et. A b~~e.n eomme.nt on e.aeh o6 the. que.~­
t~on~ be.low tha.t apply to you~ Monte.~~o~~ School would be.
o6 ~mme.a~u~a.bte. be.ne.6~t to me..
The. t~me. e.le.me.nt 6o~ the. p~e.pa~at~on o6 my w~~tte.n p~og~am
~~ 0 a~~ly l~m~te.d at th~~ po~nt. The.~e.6o~e., 1 have. p~ov~de.d ~n
th~~ le.tte.~, ~pa.ee. be.low e.aeh q u e.~t~on 6o~ you to jot down
any appl~eabte. ~n6o~ma~on ~ we.tl a~ a ~ta.mpe.d, ~e.l6-add~e.~~e.d
e.nve.lope. ~o a~ to ~e.qu~~e. a m~n~mum o6 you~ t~me. and e.66o~t.
Any add~t~onal ~n6o~mat~on ~n the. 6o~m o6 b~oehu~e.~ o~
l~te.~atu~e. an you~ ~ehool would be. g~e.atly app~e.~ate.d. Thank.
you onee. aga~n 6o~ you~ k.~nd eon~~de.~at~on and ~e.~pon~e..
S~nee.~e.ly,

c::::::r. Ham-<.:t.to n

1. What~~ you~ p~e.~e.nt e.n~ollme.nt and what would you e.~t~mate.

you~ e.n~ollme.nt to be. 6~ve ye.a~~ 6~om now?
j .._<lh' ~ Wtf h Itt 7~
2• 06 the. 6am~l~e.~ that ~ e.nd the.~~ p~e.-~ eho ol ·eh~ld~e.n to

3.
-$ f s-o-i;-o cr-:
you~ ~ehool, what ~~ the. ave.~age. ~neome. b~aek.e.t?

What~~, ~n you~ op~n~on, the. opt~mum d~~e.et~e.~~/eh~ld

~at~o 6o~ the. Monte.~~o~i ~y~te.m (including aide.~)?

/1:;;"' }0
6. V~d an a~ch~~ec~ de~~gn you~ nac~~~~e~? 1n ~o, could
you g~ve me h~~ name 0~ add~e~~ no~ nu~he~ comp~la~~on
on ~aw da~a on ~he Mon~e~~o~ Me~hod?
Nov e.m b ~It 1, 19 6 8

Mo nt:e..t. .6 oJt.,i. S c.h o of. o 6 S a.n f Jt.a.n c.,i..t. c.o

465 Woof..t.e.y St:Jt.e.e.t:
Sa.n Flt.a.nc.,i..t.c.o, Ca.f.,i.6oJt.n,i.a.

I a.m a. 6,i.6th ye.a.Jt. Alt.c.h,i.t:e.c.t:uJt.e. ma.jolt. plt.e..t.e.nt:.ty woJt.~,i.ng

on my t:he..t.,i..t. noll.. a. Ba.c.he.f.olt. o6 Alt.c.h,i.t:e.c.t:ult.e. de.gJt.e.e. a.t: Te.xa..6
Te.c.hnof.og,i.c.a.f. Cof.f.e.ge. ,i.n Lubb oc.~, Te.xa..t.. I ha.ve. c.ho.t.e.n .to
de..t.,i.gn a. .t.c.hoof. .to t:e.a.c.h .the. Mont:e..6.6oJt.,i. me.t:hod o6 f.e.a.Jt.n,i.ng
6oJt. c.h,i.f.dJt.e.n on uppe.lt. m,i.dd.te. c.f.a..6.6 na.m,i.f.,i.e..t. .to be. f.oc.a.t:e.d
,i.n Va..tf.a..t., Te.xa..t.. I ha.ve. c.ho.t.e.n .to de.a..t w,i.t:h t:h,i..t. ,i.nc.ome.
gJt.oup ,i.n olt.de.Jt. .to a.f.f.ow my.t.e.f.n .the. ne.c.e..t..t.a.Jt.y n,i.na.nc.,i.a.f.
.t.uppolt.t: a..t. t:hi Alt.c.h,i.t:e.ct: noll.. .the. plt.oje.c.t:.
Th,i..t. n,{.Jt..t.t: .t.e.me..t.t:e.Jt., we. a.Jt.e. .to a..t..t.ume. .the. po.t.,i.t:,i.on on
.the. c.f.,{.e.nt: ,i.n .the. plt.opo.t.e.d plt.oje.c.t:, a. t:a..t.~ Jt.e.qu,i.Jt.,i.ng a. t:hoJt.ough
~now.te.dge. on .the. .t.ubje.c.t:. A bJt.,i.e.6 c.omme.nt: on e.a.c.h on .the. que..6-
t:,i.on.6 be..tow t:ha.t: a.ppf.y .to yoult. Mont:e..t..t.oJt.,i. Schoof. would be.
on ,i.mme.a..6ult.a.b.te. be.ne.n,i.t: .to me..
The. t:,i.me. e.f.e.me.nt: ~olt. .the. plt.e.pa.Jt.a.t:,{.on on my wJt.,i.t:t:e.n plt.oglt.a.m
,i..t. na.,i.Jt.f.y f.,i.m,i.t:e.d a.t: t:h,i..t. po,i.nt:. The.Jt.e.noJt.e., I ha.ve. plt.ov,i.d~d ,i.n
t:h,i..t. f.e.t:t:e.Jt., .t.pa.c.e. be..tow e.a.c.h que..t.t:,i.on 6oJt. you .to jot: down
a.ny a.ppf.,i.c.a.b.te. ,i.n6oJt.ma.t:,{.on a..6 we..t.t a..t. a. .t.t:a.mpe.d, .t.e.f.6-a.ddJt.e..6.t.e.d
e.nve..tope. .60 a..t. .to Jt.e.qu,i.Jt.e. a. m,i.n,i.mum o6 yoult. t:,i.me. a.nd e.66oJt.t:.
Any a.dd,i.t:,i.ona.f. ,i.n6oJt.ma.t:,i.on ,i.n .the. 6oJt.m o6 b1t.oc.hu1t.e..6 011..
f.,{.t:e.Jt.a.t:uJt.e. on yoult. .t.c.hoof. would be. glt.e.a.t:f.y a.pplt.e.c.,i.a.t:e.d. Thank
you onc.e. a.ga.,i.n 6olt. yoult. k,i.nd c.on.t.,i.de.Jt.a.t:,i.on a.nd Jt.e..t.pon.t.e..
S,i. n c. e.JL e. f. y ,

~C'.~~--
H-e.nlt.y P. Ha.m,i.f.t:o n
1. What: ,i..t. yoult. plt.e..t.e.nt: e.nJt.of.f.me.nt: a.nd wha.t: would you e..t.t:,i.ma.t:e.
yoult. e.nlt.of.f.me.nt: .to be. 6,{.ve ye.a.Jt..6 nlt.Om now? ,~Re::C.J.Jf 7b(!I{I.LDIZ~
ffl-ruec /OCJ- 100 er-~-1~1J~£A.J

2. 06 .the. 6a.m,i.f.,i.e..t. t:ha.t: .t.e.nd t:he.,i.Jt. plt.e.-.t.choof. ·c.h,i.f.dJt.e.n .to

yoult. .t.c.hoo.t, wha.t: ,i..t. .the. a.ve.Jt.a.ge. ,i.ncome. bJt.a.c~e.t:? OL~
,1'111.()0~- ttPPc-k?. /niO =-

3. Wha.t: ,i..t., ,i.n yoult. opin,i.on, .the. opt:,i.mum d,{.Jt.ect:Jt.e.6.6/ch,i.f.d

Jt.a.t:io noll.. .the Mont:e.6.6olt.,i. .6y.t.t:em (including a.,i.de.6}7
I .cJf"/1 {-kaCTIU?tf)(J_atlc/J? jU/2 /3 C!#/A./J/2C7()
4. Vo you4 6ac~l~t~e~ p4ov~de 6o4 a ~pl~t day - 4 h~. ~chool
and 4 h4~. nu4~e4y ca4e? 16 ye~, what pe4centage o6 the
ch~ld4en 4ema~n 6o4 day nu4~e4y ca4e? ·
6:> tfleS ~ cl;fc>o c
~~z. rf/25 tf.)UtZS~y ~ .- .;;?CJ% (~IS /.5 /,UeR~4-S/A.JG)

5. 1~ you4 en4ollment comp~~ed exclu~~vely o6 p4e-~chool

age ch~ld4en o4 do you cont~nue ~nto elementa4y level~
(~6 ~o to what. gAade)?

/f'T P!lt:5e,Or- I a0'5s ;;:=oR <6 ·- '7 Y/? o z.o..s

FUllli2E - Tlf/?e>Ubff 11 orz ;z.. yas

6. V~d an a~ch~tect de~~gn you~ 6a~~t~e~? 16 ~o, could

you g~ve me h~~ name o~ add~e~~ 6o~ 6u~the~ comp~iat~on
o6 ~aw data on the Monte~~o~ Method?
t<Jc tb .A-Jor ve-r #At..e CYu e. owiV .8ai~J.J;,Vc:;,
 THE SAN FRANCISCO MONTESSORI SCHOOL

In 1966 a group of parents joined four teachers to found a new school in San Francisco ..
The San Francisco Montessori School - to provide the best education possible for
their own children and children in the area. The school presently includes two primary
classes for children from 3 to 6 years old, an advanced class for children 6 to 9,
and a special program for exceptional children, mentally and emotionally handicapped
from about 5 to 12 years of age . The school anticipates the eventual addition of
three more classes, including a class for children 9 to 12.

The program is essentially built on the philosophy of Maria Montessori, with a

continually developing program in the arts, and incorporation of ideas and materials
relevent to the school's objectives. Dr . Maria Montessori, psychologist, physician,
author and educator, taught her first students about 65 years ago in Rome. She
worked first with emotionally disturbed children and then with normal children from the
slums. Her later students were from a cross section of bac~g_,..o.unds. Most of the
Montessori s~hools in America {ther~ are probably somew'tle"re between 500 and 1000 uo:w)
are half-day programs, serving middle and upper mirl. ·. ~e class children. The exceptiou
to this are Montessori Head Start Frograms and a small numb-er of Montessori
Exceptional f'rograms. The great majority of Montessori schools here serve childre.n
between 3 and 6 years old, while in Eu.r.o.pe children continue in Montessori schools
through college level. Although Montessori classrooms, in several generations since
·M ontessori's early wo-rk, are similar; the teaching staff and children in each
classroom, as well as the administration and directing boards of each school account
for some considerable variati~n.s _. Thi~ }>~ochlJ.r~ ,describ_e s tb,e S.an Francisco
Montessori School, its objecti.Y.es ~ fOlicies, and day to day operation.

"f\1\e 'Bi:hool as .a whole _is co:nce:r-tl-e.d with l\n;·t1\-~r developing,.the ove.r.a ll .growt.h :and
sensitivity of the chj.ld, drawing on the child's own inte?-"ests and cu~iosity. Vqderstanding
between not only the teaching stat£ and child, but between tl\e teaching staff an4 the
child's pare.nts are crt,t~ial factors • . Th~~ kind of school is not limited to a particular
group of children but is mad~ available te- c~ildren.from different races, cultures, anc:l
backgrouO:d's ·; ·.no~mal and exceptiona_l 'chiidren, as Mont~ssori h~r~~lf o~ig~~Lly
prov~ded~ The school is co~mitted to the belief that any school, particularly one
starting with yo.u ng chilcii-E;m, . is one of the few institutions that can affect discrimination
and pe_r ception on a broad -scale •. l.n view _ o~ that belief, we -feel our responsi.bility as
a sc.~o~l is tc:> create a s~tuation. which contributes to each child's under~tan~nl .
and accept~nce of people and ways of life that are, in some senses., different frQm hie
own.
:·

'WhEm t~e ~choo~ was fo.unded, clear distinctions in ~}:le roles of the te~ching staff,
admi~stra~ion, a.nd board of . dir~~tor.s were establ~. shed . ~he. te~cbing staff a:re f~lly: .
re.spo~s~b.le foJ" their ~lassro~ms, inc~uding student .admission a ,n d dismissal •.
tlie cfrrtc.~lum an(;l the sele~tion of additional teaching staff •. AdministraUon is: concerned
witht,h~ daily oper.a~io~al ~etails ~£ running _a school, coordinating the .communication
between_s~aff, board, anq . pareo,ts ~ T}_le board ~f directors, most of whom have 4' child
en~olled in tne s~hool_, are . el~cted . by the pa:rent body, aq.d they determine -policy,
 Page Two

draw up contracts, budgets, etc., and work out what the general direction and
development of the school should be, and how it is to be accomplished.

The c tass room is a relaxed place, pleasing and in"viting to the chi-l.P; with a great
variety of equipment and supplies in different subject areas. The age span in the class
covers three years, with children from 3 to 6 in the primary c tass and from 6 to 9 in
the advanced class. Becau~e of this age difference, there is a considerable range of
social and intellectual levels.. of. development; and the pos.sibilities··of ·what. .cbildren
can learn are· broadened by interaction and .e.xc.hange. amo.ng... themselves, as happens at
the park or in a family. A child may learn by watching other ·childxen.and i.mitating • ...or
by another child's teaching him how . to ·use ·the materials -or ·play a game. In additio.n
to the ..intellectua.t··tearning is the child's social. .and .emotionaLdevelopme-nt. He
selects his own activity ·and...mater.ials .. .. is-· bee to move about the room as he wishes,
working. alone or spontaneously with others. With -this -freedom .he finds out how his
choices and use of ma.terials. affect others, s.t.owly developing self-discipline . ao.4 .
an awareness -of others; at the same time, gradually developing ·his own it?-terests.
Since he is interested, .the _possibilities ..of learning are heightened. and the child en..j.oys
himse.tf .in the .process.

Our teaching staff describe a good cLass room as an organic process, the fluid relation-
s hip of a four-part whole which includes the child, the director (teacher) and his
assisting staff, the learning materials, and other children. With a kind of energy flow
going between and among the parts in the process of interaction, the whole responds
as well as the particular parts, shifting to accomodate the changing energy patterns. The
child changes (Learns) through his various relationships with the materials, staff, and
other children. F'arts directly affect other parts. Or activity may just happen simul-
taneously in a common field. Thus the process continues, and the child educates
himself according to his unique cqnstellation of interests, abilities, and areas of
sensitivity.

The relationship between the child and learning materials is a crucial one in the
Montessori classroom. It is -through this .relationship that the child develops a greater
ability for concentration, and to channel nervous energy into..,. for- him,. co.nst.ructive
activity. In addition, it is through this relationship that a child 1s relationships
with the teaching staff and other children g r ow and develop, and serves as a kind of
barometer to the director of a child's· potential level of relating to others .

Montessori conceived of the .director's role as that of catalyst between child and teaching
tools, a diagnostician in a constant process of observation/ action. Flexibility in all
aspects of the classroom was a primary concern of Montessori. Rather than working
to find a way to systemmatize the parts into a fixed relationship or technique, she
stated her hopes that continual experimentation be the central process of those who
followed her or were influenced by her. The director from day to day changes, refines.
replaces, eliminates, adds to the claSsroom materials or the classroom arrangement.
perhaps in response to the way a group of children is working, or to a change in the
number or make-up of his class. Changes in the materials, schedule and curriculum
happen without the inertia of a fixed system or environment. Usually there is a
 Fage Three

team of adults working in the classroom: a director, his assistant, and additional
staff or trainees in specific areas such as dance or science. Before a director is in
charge of his own class, he completes a Montessori training course as well as college,
and works as an assistant to a qualified director.

TH£ FRIMARY CLASS - for children from 3 to 6

Farticularly during the years from 3 to 6 a child is involved in seeing, doing, and
learning for himself, actively seeking some measure of independence. And once his
curiosity and interest are focused on an. activity, he has a great potential for learning.
In this class there is concern not only about engaging the child in the learning
materials, but concern for the quality of time he spends in school, his initial contact
with school, usually his first experience of day to day relations hips with peers and
adults outside his family. He is free to structure his own time, to take his time,
without pressure to perform.

The activity and materials in the primary class encourage the development of the
child's physical control and coordination, as well as the development of his ability to
make perceptual distinctions, or to understand key concepts like "triangle" or
11
base 1011 • While the advanced class interests are more consistently intellectual in
nature, prima'i"y cLass interests are as much physical and perceptual as intellectual.

The noted Swiss psychologist Jean Piaget talks about children learning in stages, and
that in the early stages children learn mainly through their senses, their activity, not
just words. A new child or a young child often startsin the class with materials
called the practical life exercises. These materials are available for taking care of
the class room, sweeping up broken dishes, mopping up spilled juice, polishing, dusting,
setting the table for lunch, feeding and caring for the plants and animals, and some are
<le-ve loped into exercises like lacing, buttoning, or zipping. The sensorial materials
help the child to experience and talk about, to systematically discriminate differences
in textures, sizes, weights, colors, shapes , sounds, smells, intensities, etc. The
color tablets, tone bells, smelling jars, or sandpaper letters are a few of the many
materials in this area. In addition to the enjoyment a child gets just in handling these
objects and working through the exercises, he is developing small muscle coordination,
concentration, and the groundwork is being laid for more complex physical motions
of writing or reading . The number beads, cuisenaire rods, graduated cubes, or a game
like letter bingo provide layer s of direct (tactile ) experience as a concrete basis for
later more abstract work in language, mathematics, or science. With each staff
member himself involved in painting, music, dance or dramatic art, the creative arts
wing of the program is particularly rich. Art materials for modeling, drawing,
painting, building, sewing or collage are available most of the day. Some form of
music, dance or dramatic play, a film, a child's puppet production, or a field trip is
a part of each afternoon 's schedule.

THE ADVANCED CLJ\SS -for children from 6 to 9

A chiLd of six, now quite self-confident and comfortable with other children, with
specific inte rests of his own is ready for mor e complex social and intellectual
experiences than the primary child. He spends more time working in groups. · A few
 Page Four

large tables replace most of the individual tables. Some of the math and language
materials found in the primary cLass are continued in this class with the introduction of
more advanced materials, both Montessori and other. There is more work with science
experiments, history and the social sciences, as well as the art$. The public school
cux:.r iculum is_.t.ake.n into consideration to allow a child to move more easily to and
from the advanced class. There are less of the sensorial materials per se, although
the learning materials continue to involve direct experience. Zipping, pouring or
cleaning is replaced with more complicated aspects of cooking or gardening. · In working
with the advance class children, the director provides a more elaborate verbal
context for an activity - explanations, objectives, short and long term projects.
Materials are related more to ideas and imagination. The child experiences reading
a nd w riting not only as exercises to develop and improve his skills, but as a tool.
Whatever the child is working on, he is encouraged to express his questions or solutions
in the way that best suits the situation, verbally, numerically, or in writing. With
long e r periods of time required of the director for discussion, the director tends to
spend longer intervals less often with a child. There are fewer children in the advanced
c lass than· in the primary class.

The schedule is continuous rather than segmented into periods, so that a child may go
deeply into a subject, perhaps progressing into different but reLated areas, without
interruption. Crossing subject lines is encouraged, with the understanding that any
s ubject includes its connections and dependency on other subjects, and a child's
interest in one area brings meaning into related areas. A child might choose to work
o n r~ading in a number of ways -- with a book, writing a story, or following a recipe
to make some cookies. Or he might rather work with his friends deciphering the
directions to a new game, or playing word-bingo.

The curriculum that the director selects and makes available to the children is based
to a great extent on the particular group of children and their particular interests
and que stions_ about the world. A child's interests might easily exhaust the materials
in the class room, in which case, materials are brought in from the library or elsewhere.
Or the director may see this as an opportunity to explore that interest with a group
of children beyond the limits of the classroom, in San Francisco, itself. An interest
in fish might lead to films and books a bout fish being broug ht in from the library,
trips to the acquarium or the beach. Interest in a r e cipe might Lead to experiments
with oil and vinegar, to mixing different dye s, adding heat, spe nding part of a day at
a c ommercial bakery, a paint manufacturing plant, or a foundry. Staff members and
parents accompa ny small groups of children to plac e s like the airpor t, the beach,
a warehouse, the flower market, a printer' s shop, gallery or t e levision studio -- not
only to learn more about what they began in school, but to find out something of the
life and activity in their city, in the str e ets and building s , about the trees ·and oc;ean
they pass on t heir way to schoo l.

Schedule
T h e school day for the primary and advanced class e s runs from 9 a.m. to 3 p.m. with
exte nde d child care available before and aft er school. A nap program is available as
ne e ded, and a hot balanced lunch with morning and afternoon s nacks are provided.
 Fage Five

Tuition
Tuition for a child's first semester is $525. 00. Thereafter tuition is $425.00 ~
semester. Each semester is five months. Tuition for summer session will be
announced. Many families take advantage of the school's tuition loan plan.

Observation
Parents are encouraged to observe the school in session before making application for
their child. It is best to try to arrange to observe on Tuesday and Thursday mornings.
An . observation appointment may be made by telephoning the office: 587-4650.

Application
Children from all racial and cultural backgrounds are welcome. After parents have a
chance to observe the school themselves, an appointment may be made to bririg their
child to see the school and meet with a director for an interview. Children are
accepted on the basis of the interview. Application forms may be picked up at the
school or requested by mail.

Enrollment ·
Children are enrolled all year around, and phased into classrooms at one or two week
intervals. This spacing allows a new child to come into a place where other children
are already familiar and comfortable with the situation, and provides the new child
and staff with a specific p·eriod of time to get to know each other and the new situation.
NovembeJt 1, 196 8

Mon~e~~oJti Sehool on Milwau~ee

46 10 W. S~a~e
Milwau~ee, Wi~eon~in

I am a ninth yeaJt AJtehi~ ee~uJt e majoJt pJte~en~ly WOJt~ing

on my ~he~i~ noJt a BaeheloJt on AJtehi~ee~uJte degJtee a~ Te x a~
Teeh nologieal College in Lubboe~, Texa~. I have eho~en ~o
de~i gn a ~ehool ~o ~eaeh ~he Mon~e44oJti me~hod on leaJtning
0oJt ehifdJten ofi uppeJt middle ela~~ namilie~ ~o be loea~ed
in Valla~, Texa4. 1 have eho~en ~o deal wi~h ~hi4 inQome
gJtoup in oJt ~eJt ~o allow my4eln ~he neee44aJty ninaneial
4upp oJt~ a~ ~he AJtehi~ee~ nOJt ~he pJtojee~.
Thi~ 0 iJt4~ 4eme4~eJt, we aJte ~o a4~ume ~he po4i~ion o 0
~he elien~ in ~he pJtopo4ed pJtojee~, a ~a4~ JtequiJting a ~hoJtough
~nowledge o 0 ~he 4ubjee~. A bJtie6 eommen~ on eaeh ofi ~he que~­
~ion~ below ~ha~ apply ~o youJt Mon~e44oJti Sehool would be
on immea4uJtable beneni~ ~0 me.
The ~ime e.leme.n~ noJt ~he .YJ JtepaJtation on my WJti~~en pJtogJtam
i~ fiaiJtly limi~e.d a~ ~hi4 point. TheJtenoJte., 1 have. pJtovide.d in
~hi4 le~~e.Jt, 4paee. below e.aeh que4~ion noJt you ~o jo~ down
any applieable innoJtmation a4 well a~ a 4~amp~d, 4elfi-addJte4~ed
envelop e 4o a4 ~o JtequiJte a minimum on youJt ~ime and enfioJt~.
Any addi~~onal innoJtma~ion in ~he nOJtm on bJtoehuJte4 OJt
li~eJta~uJte. on youJt 4ehool would be gJtea~ly appJteeia~ed. Than~
you onee again fioJt youJt ~ind eon4ide.Jta~ion and Jte.4pon4e. .
SineeJtely,

1. Wha~ i4 youJt pJte.4e.n~ enJtollmen~ and wha~ would you e.4~ima~e

youJt enJtollme.n~ ~o be. nive ye.aJt4 nJtom now?
124 capacity
2. On ~he namilie4 ~ha~ 4end ~heiJt pJte.-4ehool ehildJten ~o
youJt 4ehool, wha~ i4 zhe. ave.Jtage ineome bJtae~e.~?
We never inqQire into this matter .
3. Wha~ i4, in youJt opinion, ~he opzimum diJte.e~Jte44/ehild
Jta~io noJt zhe. Monze~4oJti 4y~zem {inelud~ng aide~)?

22 - 24 per 1 t eacher
4. Vo you~ nac~l~t~e¢ p~ov~de no~ a ¢p~t day- 4 h~. 4chool
and 4 h~¢. nu~¢e~y ca~e? In ye¢, what pe~centage on the
ch~ld~en ~ema~n no~ day nu~¢e~y ca~e?

No

5. I¢ you~ en~ollment comp~¢ed exclu¢~vely on p~e-4chool

age ch~ld~en o~ do you cont~nue ~nto elementa~y level¢
(~n 4o to what gJLa.de)?

Yes - t o 6t h gr ade

6. V~d an a~ch~tect de¢~gn you~ na~~t~e¢? In 4o, could

you g~ve me h~¢ name 0~ add~e¢4 no~ nu4the~ comp~lat~on
on ~aw data on the Monte4¢o~ Method?
Yes . The. par ent of five children each of whom attended
t he s chool . His name i s Will iam Gr ay
2129 N. 73rd Street
~Jauwaut osa , \.Jisconsin 53213
 No v em belt 1, 196 8

M~am~ Mon~e~~olt~
· 1 7 0 N. E. 9 9 ~h
M~am~ Sholte.~
M~am~, Flo!t~da

I am a n~nih yealt Alt~h~~e.~tulte majolt plte~en~ly wolt~~ng

on my ~he~~~ nolt a Ba~he.lo!t on A1t~h~~e~~u1te deg1tee a~ Texa4
Te.~hnolog~~al College ~n Lubbo~k, Te.xa~ . I have. ~ho4e.n ~o
de4~gn a 4~hool ~o tea~h ~he Mon~e~4o!t~ me~hod on lea!tn~ng
no!t ~h-<-.tdJten on uppe1t m-<-dd.te c..t.a~~ nam~Ue4 ~o be lo~a~ed
~n Valla~, Texa4. I have. ~ho~en ~o de.al w~~h ~h~4 ~n~ome.
gJtoup ~n o1tde1t ~o allow my4elfi ~he ne~ e~4 alty n~nan~~al
4uppo!t~ a4 ~he A1t~h~~e~~ nolt ~he p!toje~t.
Th~~ n~lt4~ 4eme.4~e!t, we a1te ~o a44ume ~he po4~~~on on
~he ~Uen~ ~n the p!topo4ed p!toje~~, a ~a~k Jte.qu~~ng a thoJtough
knowledge. on ~he 4ubje.~~. .A blt~en ~ommen~ on ea~h on ~he que4 -
~~on4 below ~ha~ apply ~o yoult Mon~e.440it~ S~hool would be
on ~mmea4ultable. benen~~ ~0 me.
The. ~~me elemen~ nolt ~he plte.palta~~on on my Wlt~~~en p!togltam
~~ na~Jtly l~m~ted a~ ~h~4 po~n~. TheJte.noJte , I have p!tov~ded ~n
~h~4 le~~elt , 4pa~e below ea~h que4~~on nolt you ~0 jo~ down
any appl~~able ~nnoltma~on a4 well a4 a 4~ampe.d, 4eln-addJte44ed
en velope. 40 a4 ~0 Jte.qu~Jte a m~n~mum on yoult ~~me. and ennolt~.
Any add~t~onal ~nnoJtmat~on ~n ~he noltm on blto~hu!te4 Olt
l~teJta~ulte on yoult 4~hool would be glteatly applte~ated. Thank
you on~e aga~n nolt yoult k~nd ~on4~deJtat~on and lte4pon4e.
S~n~eJtely,

~~~- ..

Henlt y C. Ham~l~on
Nove.mbe.Jt 1, 796 8

Mon~e.~~oJt~ School o6 ~he. Wood~

1321 W~Jt~h
Hou.~ ~on, T e.x.a~

I am a6~6th ye.aJt AJtc h~~e.c~u.Jte. majoJt pJte.~e.n~ly woJtk~ng

on my ~he.~~~ fioJt a Bache.ioJt o6 AJtch~te.c~u.Jte. de.gJte.e. a~ Te. x.a~
Te.chnolog~cai College. ~n Lubbock, Te.x.a~. I have. cho~e.n ~o
de.~~gn a ~chooi ~o ~e.ach ~he. Mon~e.~~oJt~ me.~hod o6 le.aJtn~ng
fioJt ch~ldJte.n o6 u.ppe.Jt m~ddle. cia~~ fiam~i~e.~ ~o be. ioca~e.d
~n V~lla~, Te.x.a~. I have. cho~e.n ~o de.ai w~~h ~h~~ ~ncome.
gJtou.p ~n oJtde.Jt ~o allow my~e.£6 ~he. ne.ce.~~aJty 6~nanc~ai
~u.ppoJt~ a~ ~he. AJtch~~e.c~ fioJt ~he. pJtoje.c~.
T h~~ 6~Jt~~ ~e.me.~~e.Jt, we. aJte. ~o a~~u.me. ~he. po~~~~on o6
~he. c~e.n~ ~n ~he. pJtopo~e.d pJtoje.c~, a ~a~k Jte.qu.i~ng a ~hoJtou.g h
knowledge. o6 ~he. ~u.bje.c~. A bJt~e.6 comment on e.ach o6 ~he. qu.e.~ ­
~~on~ be.iow ~ha~ apply to you.Jt Monte.~~oJt~ School would be.
o6 ~mme.a~u.Jtabie. be.ne.6~~ ~o me. .
The. ~~me. e.le.me.n~ fioJt ~he. pJte.paJta~~on o6 my WJt~~~e.n pJtogJtam
~~ 6~Jtiy l~m~~e.d at th~~ po~n~. The.Jte.fioJte. , I have. pJtov~de.d ~n
~h~~ ie.~~e.Jt , ~pace. be.iow e.ach qu.e.~~~on fioJt you. ~o jo~ down
any appl~cabie. ~nfioJtma~~on a~ we.li a~ a ~~ampe.d, ~e.£6 - addJte.~~e.d
e.nve.lope. ~o a~ ~o Jte.qu.~Jte. a m~n~mu.m o6 you.Jt ~~me. and e.fifioJt~.
Any add~t~onai ~nfioJtma~~on ~n ~he. fioJtm o6 bJtochuJte.~ oJt
l~~e.Jta~u.Jte. on you.Jt ~chooi would be. gJte.a~iy appJte.c~ate.d. Thank
you. once. aga~n fioJt you.Jt k~nd con~~de.Jtat~on and Jte.~pon~e. .
S~nce.Jte.iy,

1. Wha~ ~~ you.Jt pJte.~e.nt e.nJtoilme.nt and wha~ would you e.~t~ma~e.

Y-OU.Jt e.nJtoilme.n~ ~o be. ~~ve ue.aJt~ iJtom now?
Our present enrollment is !3~ . We canno~·increase further t han 150
with the present facilities.
2. 06 ~he. fiam~i~e.~ ~ha~ ~e.nd ~he.~Jt pJte. - ~chooi ch~idJte.n ~o
you.Jt ~chool, wha~ ~~ the. ave.Jtage. ~ncome. bJtacke.~?
$15,000 . 00 to $20,000 . 00
3. Wha~ ~~~ ~n you.Jt op~n~on, ~he. op~~mu.m d~Jte.c~Jte.~~/ch~ld
Jta~~o fioJt the. Mon~e.~~oJt~ ~y~~e.m (~nciu.d~ng a~de.~)?

24 - 30, depending on the size of the classroom.

4. Vo you4 6ac~l~t~e~ p4ov~de 6o4 a ~p~t day - 4 h~. ~chool
and 4 h4~. nu~e4y ca4e? 16 ye~, what pe4centage o6 the
ch~ld4en 4ema~n 6o4 day nu4~e4y ca4e?
No

5. 1~ you4 en4ollment comp~~ed excl~~vely o6 p4e-~chool

age ch~ld4en o4 do you cont~nue ~nto elementa4y level~
(~6 llo to what. g.4ade)?

3 - 5 year olds ---- 3 hours 5 sessions - pre-school

6- 9 year olds ---- 5 .~ hours. 1 session - Primary

6. V~d an a4ch~tect de~~gn you4 6ac~~t~e~? 16 ~o, could

you g~ve me h~~ name o4 add4e~~ 6o4 6u4the4 comp~lat~on
o6 4aw data on the Monte~~o~ Method?
Yes, but it was totally designed and directed by the faculty.
He actually only served as draftsman.
1. Wha~ i~ you4 p4e~en~ en4ollmen~ and wha~ would you e~~ima~e
you4 en4ollmen~ ~o be 6ive yea4~ 64om now? ~0<. +- !tTO - ;5?J
4. Vo you~ fiac~l~~~e~ p~ov~de fio~ a ~p~~ day- 4 h~. ~chool
and 4 h~. nu~~e~y ca~e? In ye~, wha~ pe~centage ofi the
ch~ld~en ~ema~n fio~ day nu~~e~y ca~e?
~
 School of ahe WooJ.s
1321 Wi rt Road . Hou1ton 55 . Texas

November 7 . 1968
Mr. H. C. Hamilton
2212 5th St. #46
Lubbock, Texas

Dear Mr. Hamilton:

We are delighted that you chose to approach us on the subject of a Montessori

school building. It has been a topic for discussion and some attempt has
been made to build a couple of rooms within rather severe financial restrictions.

We look forward to meeting you when you visit Houston and we hope the
enclosed information will be of assistance in your project. Good luck.

Yours truly,

((.,~~-
Rochella Cooper
Director

RC/cm
Nov e.m b e.ll 1, 19 6 8

Mon~e.~~olli School o6 Unive.ll~i~y He.igh~~

2441 Fenwick.
Cle.ve.land He.igh~~
Cle.ve.land, Ohio

I am a 6i6th ye.all Allchi~e.c~ulle. majoll plle.~e.n~ly Wollk.ing

on my ~he.~i~ 6oll a Bache.loll o6 Allchi~e.c~ulle. de.glle.e. a~ Te.xa~
Technological Colle.ge. in Lubb ock., Te.xa~. I have. cho~e.n ~o
de.~ign a ~chool ~o te.ach ~he. Mon~e.~~olli me.~hod o6 le.allning
noll childlle.n o6 uppe.ll middle. cia~~ 6amilie.~ ~o be. loca~e.d
in Valla~, Te.xa~. I have. cho~e.n ~o de.al wi~h ~hi~ income.
glloup in ollde.ll ~o allow my~e.l6 ~he. ne.ce.~~ally 6inancial
~uppollt a~ ~he. Allchi~e.ct noll the. plloje.ct.
T hi~ 6ill~t ~e.me.~te.ll, we. aile. to a~~ume. the. po~ition o6
the. client in the. pllopo~e.d plloje.c~, a ta~k. lle.quilling a ~hollough
k.nowle.dge. o6 the. ~u. bje.c~. A bllie.6 comme.n~ on e.ach o6 the. que.~­
~ion~ be.low tha~ apply ~o youll Mon~e.~~olli School would be.
o6 imme.a~ullable. be.ne.6i~ to me..
. Th e. ~ime. e.le.me.n~ noll the. plle.pallation o6 my Wlli~te.n pllogllam
i~ 6aillly limi~e.d at ~hi~ point. The.lle.nolle., I have. pllovide.d in
~hi~ le.~te.ll, ~pace. be.low e.ach que.~tion noll you ~0 jo~ down
any applicable. in6ollma~ion a~ we.ll a~ a ~~ampe.d, ~e.l6-addlle.~~e.d
e.nve.lope. ~o a~ ~o lle.quille. a minimum o6 youll ~ime. and e.nnoll~.
Any additional innollma~ion in the. nollm on bllochulle.~ Oil
lite.lla~ulle. on youll ~chool would be. glle.a~ly applle.cia~e.d. Thank.
you once. aga~n noll youll k.ind con~ide.lla~ion and lle.~pon~e..
Since.lle.ly,

~~~--
He.nlly C. Ham~lton

1• What i~ youll plle.4e.n~ e.nllollme.n~ and what would you e.~timate.

youll e.nllollme.n~ ~o be. 6ive. ye.all~ 61lom now?
:2_ 3 , (?~~ .d.u _.(J..LI/I7U/ L~ ~ ~, ~ .,0 ~<-Ucf du.~
~ -41,/J a,.n ce_ ~ ~""- a'1f.P..ci.v,.J C!LA,g,/ d C1.-?t -<~ ~
2• 06 the. 6amilie.~ ~hat ~e.nd the.ill plle.-~chool ·childlle.n ~o
youll ~chool, wha~ i~ zhe. ave.llage. income. bllack.e.~?
,§!!/ ooo r:/ x.u i.d ~ ~ ~~ C/)'1. ~ ;uva.
3. What i~, in youll opinion, ~he. op~imum d~lle.c~lle.~~/ch~ld
llat~o noll ~he. Monte.~~Oil~ ~y~te.m (~nclud~ng a~de.~)?
1/l'Oovi::U
4. Vo you~ naQ~l~t~e~ p~ov~de nO~ a ~p~t day - 4 h46. ~Qhool
and 4 h~~. nu~~e~y Qa~e? In ye~, what pe~Qentage on the
Qh~ld~en ~ema~n nO~ day nu~~e~y Qa~e?

'72o

5. I~ you~ en~ollment QOmp~~ed exQlu~~vely on p~e-~Qho o l

age Qh~ld~en o~ do you QOnt~nue ~nto elementa~y level~
(~n ~o to what. glLade)?

~·

6. V~d an a~Qh~teQt de~~gn you~ na~~t~e~? I6 ~o, Qoul d

you g~ve me h~~ name 0~ add~e~~ no~ nu~the~ QOmp~lat~on
on ~aw data on the Monte~~o~ Method?
72 o.
Nov em bell. 1, 19 6 8

Monte440il.i Ridgemont
888 Volly Madi4on Blvd.
Mc.Lean, Vill.ginia

I am a 6i6ih yeall. All.c.hitec.tull.e majoll. pll.e4ently Woll.~ing

on my the~i~ noll. a Bac.heloll. on All.c.hitec.tull.e degl!.ee at Texa~
Tec.hnologic.al College in Lubboc.~, Texa~. I have c.ho~en to
de~ign a ~c.hool to teac.h the Monte~~oll.i method o 0 leall.ning
oOI!. c.hildll.en Oo uppell. middle c.la~~ 6amilie~ to be loc.ated
in Vcr.l.e.cc~, Te.xa.6. I have c.ho-6. e.n .to deal with thi.6 inc.o;r.c.
gll.oup in oll.dell. to allow my~el6 the nec.e~4all.y 6inanc.ial
~uppoll.t a~ the All.c.hitec.t 6oll. the pll.ojec.t.
Thi.6 0ill..6t ~eme.6tel!., we al!.e to a.6.6ume the po.6ition o 0
the c.lient in the pll.opo~ed pll.ojec.t, a ta.6~ ll.equill.ing a tholl.ough
~nowledge o 0 the .6ubjec.t. A bll.ie 0 c.omment on eac.h o 0 the que4-
tion~ below that apply to youll. Monte~~oll.i Sc.hool would be
o 0 immea~ull.able bene 0it to me.
The time element 6oll. the pll.epall.ation o 0 my Wll.itten pll.ogll.am
i~ 0aill.ly limited at thi4 point. Thel!.e 0ol!.e, I have pll.ovided in
thi.6 lettell., .6pac.e below eac.h que~tion noll. you to jot down
any applic.able in 0oll.mation a4 well a~ a .6tamped, 4el 0 -addll.e.6~ed
envelope ~o a4 to ll.equill.e a minimum o 0 youll. time and e66oll.t.
Any additional in 0oll.mation in ~he 0oll.m o 0 bll.o~hull.e~ oil.
litell.atull.e on youll. ~c.hool would be gll.eatly appll.ec.iated. Th an~
you onc.e again 6o~ youll. kind c.on~idell.ation and ll.e.6pon~e.

1. What i~ youll. pll.e~ent enll.ollment and what would you e~timate

youll. enll.ollment to be 6ive yeall.4 oll.om now?
prQ~~ 'I 'I 1 J"~·b 9 - o 3 .5'!~- 0D 01 tfo
2. 06 the 6amiUe~ that 4end theill. pll.e-~c.hool c.hildll.en to
youll. ~c.hool, what i~ zhe avel!.age inc.ome bll.ac.~et?
tntdd(.,_ 4 u...pp~ vr.tCidl-e cf~
3. What i~, in youll. opinion, the optimum dill.ec.tll.e~~/c.hild
ll.atio 6oll. zhe Monte~~oll.i ~y~tem (inc.luding aide~}?

I i-~ ~ ~~ Jz/1~.
5~ /t~,'ft:(;ft~ J<.e_~ ~ 4 !2-0 e.ft~;~ f-0 1
--f ~ 1 fJid~ /)Ol /")&1/7'1~~~ 1h cfdsS
ro~/
4. va· you~ na~li~ie~ p~ovide no~ a ~pli~ day- 4 h~. ~ehool
and 4 h~~. nu~~e~y ea~e? In ye~, wha~ pe~een~age on ~he
ehild~en ~emain no~ day nu~~e~y ea~e?
No nu.~f5Q..try ~
(l(/70 hoYn-Q_~ · f>D~ e}(Qyt-· 5~~~- 4Jp s-7-r
+i/(
.
:J_! .;,o ~ T~, lJdi-~, 5~ '"f~ 0o..,_lJ. lt/<(7
. . 11 u..v-s e..-;_y ~ ~
5• I~ you~ en~ollmen~ eomp~~ed exel~ively on p~e-~ehool
age ehild~en o~ do you eon~inue in~o elemen~a~y level~
(i6 ~o ~o wha~ . g~adt)?
UJJ;_ &vJy !A~ --rlL rvz- s J~ ~ - ~h
~ - ~·
6.
No vem b elt 1, 196 8

Monte~~o~ Inteltnat~onal Tlta~n~ng o6 New Jelt~ey

227 Tltemont Ave.
E. Oltange,New Jelt~ey

6~6th yealt A1teh~teetu1te majolt plte~ently Wolt~~ng

I am a
on my the~~~ 6olt a Baehelolt o6 A1teh~teetu1te degltee at Te x a~
Teehnolog~eal College ~n Lubboc~, Texa~. I have eho~en to
de~~gn a ~ehool to teaeh the Monte~~olt~ method o6 lealtn~ng
6olt eh ~ldlten o6 uppelt m~ddle eta~~ 6am~l~e~ to be located
~n Valla~, Texa~. I have eho~en to deal w~th th~~ ~neome
gltoup ~n o1tde1t to allow my~el6 the nece~~alty 6~nane~al
~upp o ltt a~ the A1teh~teet 6olt the pltojeet.
Th~~ 6~1t~t ~eme~telt , we alte to a~~ume the po~~t~on o6
the el~ent ~n the p!topo~ed pltojeet, a ta~~ 1tequ~1t~ng a tholtough
~nowledge o6 the ~ubjeet. A
b1t~e6 comment on eaeh o6 the que~­
t~on~ below that apply to yoult Monte~~olt~ School would be
o6 ~mmea~ultable bene6~t to me.
The ~me element 6olt the pltepalta~on o6 my Wlt~tten pltogltam
~~ 6a~Jtly l~m~ted at th~~ po~nt. The1te6o1te, I have pltov~ded ~n
th~~ lettelt, ~paee below eaeh que~t~on 6olt you to jot down
any app l~eable ~n6oltma~on ~ well ~ a ~tamped, ~el6 - addlte~~ed
envelope ~o a~ to Jtequ~lte a m~n~mum o6 yoult t~me and e66oJtt .
Any add~t~onal ~n6oltmat~on ~n the 6oltm o6 b1toehu1te~ olt
l~teltatulte on yoult ~ehool would be glteatly appltee~ated. Than~
you onee aga~n 6olt yoult ~~nd eon~~deltat~on and lte~pon~e.

1. What~~ yoult plte~ent enltollment and what would you e~t~mate

yoult en1tollment to be 6~ve yealt~ 6~tom now? 30 c..-- !sO

2. 06 the 6am~l~e~ that ~en d the~lt plte-~ehool · eh~ldlten to

yoult ~ehool, what ~~ the aveltage ~neome bltae~et? ~
at.~-- Ia,~ w !:1--~
4. Vo you4 6acilitie~ p4ovide 6o4 a ~plit day - 4 h~. ~chool
and 4 h4~. nu4~e4y ca4e? I6 ye~, what peAcentage o6 the
childAen Aemain 6oA day nu4~e4y caAe? 1 - _
1 eg. 07711 ~ . ~ ed~ ~i C<.LM-{ La.<tC e../'
lo?o fl ~~-- ~ ·,
5• I~ you4 en4ollment comp~~ed exclu~ively ofi pAe-~chool
age childAen oA do you continue into elementaAy level~
(i6 ~o to what: gAade)?
a/-
:l /
f)' e.r..d-
L
()'}1
q . J
''~ 1-f~~ o::- l r;;
£. / MeA.MUJ t?-r.'f _
_,a : o ..
,_VV v)
f) I ~(A I J ,(. (._ ·'I
r 9-c 1!
,.{.c,
e..a.d e...tt1-- ·
Ct- 1 V"T

6• Vid an a4chitect de~ign youA fiaciiitie~? In ~o, could

you give me hi~ name 04 add4e~~ 6oA nuAtheA compilat~on
o6 4aw data on the Monte~~o~ Method?

hrr C1J(RM) t>( /rk_ -e.. t J~- ClQ tve- Cl/t c

r{, ll .r~ f tW-v m.v--. ~-&Mj

No vem belt 1, 19 6 8

Ch.Lt-dJten '.6 Ho u..6 e

3420 Clay~on Road
Ft. Wouh, Tex.a.6

1 am a 6~6th yealt A!teh~~ee~u.Jte majolt p!te.6en~ly Wolt~~ng

on my ~he.6~.6 6olt a Baehelo!t o6 A!teh~~ee~u.Jte degJtee a~ Tex.a~
Teehnolog~eal College ~n Lu.bboe~, Tex.a.6. 1 have eho.6en ~o
de.6~gn a .6ehool ~o ~eaeh ~he Mon~e.6.6olt~ me~hod o6 lealtn~ng
6olt eh~ld!ten o6 u.ppe!t m~ddle ela.6.6 6am~l~e.6 to be loeated
~n Valla.6, Tex.a.6. 1 have eho.6en ~o deal w~~h ~h~.6 ~neome
gltou.p ~n o1tde1t ~o allow my.6el6 ~he neee.6.6alty 6~nane~al
.6u.ppo!t~ a.6 ~he A1teh~~ee~ 6o!t ~he p!tojee~.
Th~.6 6~Jt.6~ .6eme.6~elt, we alte ~o a.6.6u.me ~he po.6~~~on o6
~he el~en~ ~n the p!topo.6ed p!tojee~, a ~a.6~ Jtequ.l!t~ng a ~ho1tou.gh
~nowledge o6 ~he .6u.bjee~. A b1t~e6 eommen~ on eaeh o6 ~he qu.e.6-
~~on.6 below ~ha~ apply to you.Jt Mon~e.6.60it~ Sehool would be
o6 ~mmea.6u.Jtable bene6~~ to me.
The ~~me elemen~ o1t ~he p!tepa!ta~~on o6 my Wlt~~~en p!togltam
0
~.6 6a~Jtly l~m~~ed a~ ~h~.6 po~n~. The1te6o1te, 1 have p!tov~ded ~n
th~.6 let~elt , .6paee below eaeh qu.e.6t~on 6olt you. ~o jo~ down
any appl~eable ~n6oJtma~o n a.6 well a.6 a .6~amped, .6el6-add!te.6.6ed _
envelope .6o a.6 to Jtequ.~Jte a m~n~mu.m o6 you.Jt t~me and e66o!t~.
Any add~~~onal ~n6oJtma~~on ~n ~he 6oltm o6 b1toehu.1te.6 olt
l~~elta~u.Jte on you.Jt .6ehool would be glteatly appltee~ated. Than~
you. onee aga~n 6olt you.Jt ~~nd eon.6~delta~~on and Jte.6pon.6e.
S~neeJtely,

~~~
1. Wha~ ~.6 you.Jt p!te.6en~ · en!tollmen~ and wha~ would you. e.ll~~mate
you.Jt en!tollment ~o be 0 ~ve yealt.6 6Jtom now?
I~ 19-r 1'1~6S&III'r
If ·~'II' ~ Pb'" N•a;
2. 06 ~he 6am~l~e.6 ~ha~ .6end ~he~Jt p!te-.6ehool eh~ld!ten to
you.lt .6ehool, what ~.6 zhe aveltage ~neome bltae~ez?
.,_tf1 t1U
1

3. Wha~ ~.6, ~n you.Jt op~n~on, ~he opt~mu.m d~Jteezlte.ll.ll/eh~ld

1ta~~o 6o!t zhe MonZe-6-llo!t~ -l~Y-ll~em (~nelu.d~ng a~de-6)?

I~
4. Vo you~ fiae~l~t~e¢ p~ov~de fio~ a ¢p~t day - 4 h~. ¢chool
and 4 h~¢ . nu~e~y ca~e? 16 ye¢, what pe~centage o6 the
eh~ld~en ~ema~n 6o~ day .nu~¢e~y ea~e?
d. - l'ti~66A.... t!AU- .

5. I¢ you~ en~ollment eomp~¢ed exclu¢~vely o6 p~e-¢chool

age ch~l d~en o~ do you eant~nue ~nto elementa~y level¢
(~6 ¢ o to what. g.~a.de)?

/}Lc. /'L£ -.:Jt!.lkltJ t..

6. V~d an a~eh~tect de¢~gn y o u~ 6ac~~t~e¢? 16 ¢0 1 could

you g~ve me h~¢ name o~ add~e¢¢ 6o~ 6u~the~ eomp~lat~on
o6 ~aw data on the Monte¢¢0~ Method?
~ p 7Zb /s · A K#M£ Ct~,v'tlf.AT't.tl /Nrw ,_ .S'~.N.

1"~~1' PU~tertiAI"'L- • I"

Y~<.<- 7111' V/~tr ~Ain.tJ4~.:
 .;:.;.i..!: CHE..DREN I J HOUSE I INC. MONTESSORI ...SCHOOL
ADMISSION POLICIES

ELIGIBl~ITY : Children between the ages of 2 years 9 months (as of

starting date) to 4 years will be admitted~ Preference will be given
to those children eligible to attend the Montessori school for three
years before entry into first g~ade~ All children and ~arcnts lliUSt be
interviewed prior to...acceptll.nce~ . Chlldren will be .a dmi:ttcd....a.n. n non-
discrim:i.n.D.tory ·bo.sis in keeping· with the-..pri.ncipJ...es of l\1:lrio"·~or:..te.ssor14
REGISTRATION:. Pa-rents··-should-.complete the o.ppli.c r.ttion· f'o·r m .a.nd. parent
question.no.i:re.....o.nd. mo1J these with the $20~ 00' r-G>-gl.s:tmtl~;::t. fee to the
fJc..hool.o The o~_nppl1cotions to be consif..e.:r..od.....Will be t:hoac.....o.cc'OlD.pa.nj..ed.
b:" the~--eg1"stro:t:1.on fcc~ ·-"Ttte-· reg1st:rnt1:on fee i.s. not--r.c-:f'ttnd.nblo under
.nny- -ch'c.llms-to.nc cs • ·-u-pon-reoeipt. of the o.ppl.ico -:·:;l~__a.ru:._-::·t-egi.s:t'I'~· fe.e .._
nn intervia.w--wUl. be scheduled . wi th--thc .pu:cc ~t:. r: end thf7·- c.hll.d~ Ad.min-
·istrnti vc proc.c.durc · and. the educat1orw.l o.lrud . ot . . . ~·.'he Child..rcn ~ s Eousc Will
be discussed fully o.nd thc· -child cvo.luated by a Montcssori..d.i.I"C<rtress~
Pnrcnts will then be notified of o.cccptanc.:) by· · 1.ct.t.cr~
REFUNDABLE DEPOSIT: A $100.00 deposit is duo July 1 or upon acceptance~
This deposit will be refunded within 60 do.ys of de part~r c · from cchool.
TUITIOH_: The first tuition installment must. be s ent within fifteen do.ys
of the dote of the letter of acceptance. Checks s hould bo made payable
to The Children's House, Inc. No spo.cc will be reserved for o.ny child
unless this tuition is paid~ All tuition ~rill be rctuT.nod provided the
o.pplico.tion is co.nccllcd in written notic e befo r e the opening of school.
After school is in session, only the September pa yment : :1 refundable•
After October 1, no money is refundable. Tultion for tho school year
will be $480~00~
PAYMENT SCHEDULE:
DATE- DUE ONE CHILD 'l'WO CHILDREN
July 1 100 deposit $200 deposit
80 tuition $100 tuition
Se ptember 1 $200· tuition
February 1 $200 tui t l ·_:;.a
Mo.rch 1 ~300 tult:.on

Children who enter lc.tcr tho.n September mo. ~:,; LL 1-i.l:)TlCnt schedule c.grcco.ble
t o both pnrents and the Administrator. ThG ini t ial payment of $180;00
~ust be mode before tho child is allowed to onto~ school~ No child will
be perni ttcd to remain in school if the tu:J. tion payments o.rc norc than
two we eks in arrears~
 THE CHILDREN'S ijOUSE, INC.
MONTESSORI SCHOOL

NAME OF CHILD ----------------------------------------------------

SEX _-"'~"'__________ DATE OF BIRTH ----------------~-----

HOME ADURESS -----------------------------------------_._________

CITY AND ZIP - - - - - - - - - - - - - - - TELEPHONE - - - - - - -

FATHER OR GUARDIAN -----------------------------------------------

BUSINES~ OR PROFESSION - - - - - - - - - - - - - - - TE:LEPHONE - - - - - - - -
NAME ' 'F FIRM - - - - - - - - - - - ADDRESS ..__ _ _ _ _ _ _ _ _ _ __

EbUCATIONAL BACKGROUND
--------------------- RELIGION
' -------------
.

MoTimR •s NAME - - - - - - - - - - - - - - - occuPATioN ..................

. . -·- ____
OCCUPATION PRIOit . TO MARfl±AG:E! .
--------------------~----~---------
EDUCATIONAL BACKGHQtrn:d ....
.. - - - - - - - - - - - RELIGION - - - - - - -

SIBLINGS, NAME, SEx; DATt .OF ~:UlTH - - - - - - - - - - - - - - - - -

HAS CHitD AtTENbED NtHtSERY SCHOOL B E F O R E ? - - - - - - - - - - - - - -

Wimtil!? - - - - - - - - - - - - - - - - - - - - - - WHEN? - - - - - - - -
ANY SPEOIFIC HEALTH PROBLEMS? - - - - - - - - - - - - - - - - - - - - -

DOCTOR - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - TELEPHONE -------------

DENTIST TELEPHONE - - - - - - -
DO VJE HAVE PERMISSION TO CALL YOUR DOCTOR IN AN EMERGENCY? - - - - - - -

NAMES , ADDRESSES, PHONES OF TWO RELATIVES OR FRIENDS FOR EMERGENCY CONTACT

I UNDERSTAND THAT A ~20.00 REGISTRATION FEE MUST BE PAID BEFORE AN

INTERV1EW l-IITH MY CHILD TAKES PLACE. THIS FEE IS NOT REFUNDABLE.

DATE SIGNATURE OF PARENT OR GUARDIAN

 THE CHILDREN'S HOUSE PARENTS QUESTIONNAIRE

CHILD'S NAI'IIE
Does the child prefer quiet or active play
Is the child interested in books puzzles - - - - musi·c
qui e t games television construction toys
(Extent of interest should be noted by fery much, moderately, or not at alJ )
Ha s the child shown an interest in letters and numbers

De scribe types of active play --------~-------~~------------_._______

Does the child have playmates oi'<ie:r or yotihger

Is the child fairly consistertt ih his toilet habitk
Any difficulties
How do you usually discipline
How does the child rea ct to discipline
Does the child usua lly t a ke an a fternoon nap
----------------------------
Usua l bedtime hour -------------- Any particular sleeping difficulties

Doe s the child usually t a lk in words, phra ses or sentences

Fa ther's hobbi es or interests
Mother's hobbies or interests
1tJhy do you wish to s end your child t o a Montessori school

Ha v e you r ead anything cbout or by Montessori

:.Jha t do you expe ct from your child a fter a ttenda nce in o lliontessori
cla ss
In wha t way did you lea rn about the filontessori School

Add any a dditiona l comments a bout your child tha t might prove useful to
his t eacher on the bnc k .
Nov e.m be.Jt. 1 , 1 9 6 8

Monte.~~oJt.i 1nte.Jt.national School

16945 She.Jt.man Way
Van Nuy~, CalinoJt.nia

1 am a ninth ye.aJt. AJt.chite.ctuJt.e. majoJt. pJt.e.~e.~tly WoJt.king

on my the.~i~ noJt. a Bache.loJt. on AJt.chite.ctuJt.e. de.gJt.e.e. at Te.xa¢
Technological Colle.ge. in Lubbo ck, Te.xa~. 1 have. cho~e.n to
de.~ign a ~chool to te.ach the. Monte.¢~oJt.i me.thod o6 le.aJt.ning
0oJt. childJt.e.n o6 uppe.Jt. middle. cla~~ 6amilie.~ to be. located
in Vall~~, Texa~. 1 have. cho6e.n to de.al with thi¢ income
gJt.oup in oJt.de.Jt. to allow my~e.l6 the. ne.ce.~~aJt.y 6inancial
~uppoJt.t a~ the. AJt.chite.ct 6oJt. the. pJt.oje.ct.
Thi~ 6iJt.~t ~e.me.~te.Jt., we. aJt.e. to a¢~ume. the. po~ition o6
the. client in the. pJt.opo~e.d pJt.oje.ct, a ta~k Jt.e.quiJt.ing a thoJt.ough
knowledge. o 0 the. ~ubje.ct. A bJt.ie.6 comme.nt on e.ach o6 the. que.~­
tion~ be.low that apply to youJt. Monte.~~oJt.i School would be.
o6 imme.a~uJt.able. be.ne.6it to me.. •
The. time. e.le.me.nt 6oJt. the. pJt.e.paJt.ation o6 my WJt.itte.n pJt.ogJt.am
i~ 6aiJt.ly limite.d at thi~ point. The.Jt.e.6oJt.e., 1 have. pJt.ovide.d in
thi~ le.tte.Jt., ~pace. be.low e.ach que.~tion 6oJt. you to jot down
any applicable. innoJt.mation a~ we.ll a~ a ¢tampe.d, ~e.l 0 -addJt.e.¢~e.d
e.nve.lope. ~o a~ to Jt.e.quiJt.e. a minimum o6 youJt. time. and e.66oJt.t .
Any additional in6oJt.mation in the. 6oJt.m o6 bJt.ochuJt.e.~ oJt.
lite.Jt.atuJt.e. on youJt. ~chool would be. gJt.e.atly appJt.e.ciate.d. Thank
you once. again 0oJt. youJt. kind con~ide.Jt.ation and Jt.e.~pon¢e..
Since.Jt.e.ly,
~ .

~e.n~~~~ Hamilton
4. Vo you~ 6acili~ie4 p~ovide 0 o~ a 4pli~ day - 4 h~. 4chool
and 4 h~4. nu~4e~y ca~e? I6 ye4, wha~ pe~cen~age o6 ~he
child~en ~emain 6o~ day nu~4e~y ca~e?

/~. ~a'V cf?~ ,?'c/'r~c:;?-~ ~......-~

~~~-(~~- ·

5. I4 you~ en~ollmen~ comp~4ed exclu4ively o6 p~e-4chool

a~e child~en o~ do you con~inue in~o elemen~a~y level¢
(-<. 6 4 o ~o wha~ g.JLade) 7 _/7.4_ ~- .J4 _ , . - L ..., _ _,_ . _ .~ ~~,..
. ~,...-..<!!'/~ ~~'-7--?~ .: .- -
~~~~F-~~/b~~~~~- ~
~ ~~-~.c.~J~~ ~~~
4~~· ~/6z-S~ · ,:::;--9-:;;Y.A4· 9-/.<~.
6. Vida~ a~chi~~c~ de4ign you!L 6acili~ie47 I6 4o, could
you g-<.ve me h-<.4 name o~ add!Le¢4 6o~ 6u4the1L compila~ion
o6 ~aw da~a on ~he Mon~e44o~ Me~hod?

~L/c?~· .~k-7 ~b ~~~ .

~ ~ d1lf!J' -?.ii!'d ~~ -~~~/'C!-
~~ .r-~. a-e.e/0 cd-.

~- ;;r7~~6~ _.

~·~~~<7P'~
~ /~ ~ ~~b~&-y.#'c&
~~ ._;::?~~~/_..c:c£?7 ~~~~2!'.?-:?7 ~L-t!/
-£:~~ c::J~ z-~. ~-..:;?~..-#C./92- ~~~zL

.c:y ~ ~/~~~~· ~~ -:;7~

~~~
d~?.3-/-L._:::7 &~
No vem be.Jt 1, 19 6 8

Ne.w 0Jtle.an¢ Mon~e.¢¢Oiti School

3800 Eagle. S~Jte.e.~
Ne.w O!tle.an¢~ Loui¢iana

1 am a 6i6th ye.alt A1tchi~e.c~u1te. majolt plte.¢e.n~ly WoJtking

on my ~he.¢i¢ 0o11. a Bache.lo!t o6 A1tchi~e.c~u1te. de.gJte.e. a~ Te.xa¢
Technological College. in Lubbo ck , Te.xa¢. 1 ha v e. cho¢e.n ~o
de.hign a hchool ~o ~each ~he. Mon~e.¢¢Oiti me.~hod o 0 le.aJtning
oOit child!te.n Oo uppe.lt middle. cla¢¢ oamilie.h ~0 be. loca~e.d
in Vallah, Te.xah. 1 have. chohe.n ~o deal wi~h ~hih income.
gJtoup in oJtde.Jt ~o allow myhe.l6 ~he. ne.ce.hhalty 0inancial
huppolt~ a¢ ~he. A!tchite.c~ oOit ~he. pltoje.c~.
T h~h 0 i11.~~ he.me.h~e.Jt, we. aJte. ~o ahhume. ~he. pohition o 0
~he. clie.n~ in the. p!topohe.d p!toje.c~, a ~a~k Jte.quiJting a thoJtough
knowledge. o 0 ~he. ~ubje.c~. A b!tie. 0 comment on each o 0 ~he. que.h-
~ion¢ below ~ha~ apply ~o yoult Mon~e.hholti School would be.
o6 imme.ahultable. be.ne.6i~ ~o me..
The. ~me. e.le.me.n~ oOit ~he. p!te.palta~on o6 my Wlti~~e.n pltogltam
ih 0ai1tly limited at ~hih poin~. The.Jte. 0oJte., 1 have. pltovide.d in
~hih le.~~e.Jt, hpace. beloW each que.~~ion oOit you ~0 jo~ down
any applicable. in 0 o1tma~on ah well a~ a h~ampe.d, ~e.l 0 -addJte.~~e. d
envelope. ~o ah ~o Jte.quiJte. a minimum o 0 yoult ~ime. and e. 00 oJt~.
Any addi~ional in6oJtma~ion in ~he. oOJtm o6 blto~hu!te.h Olt
li~e.Jta~ulte. on yoult hchool would be. gJte.a~ly app!te.eia~e.d. Thank
you once. again noll. yoult kind conhide.Jtat~on and Jte.hponhe..
Since.Jte.ly,

~~·
He.nlty C. Hamil~on

1• What i~ yoult p!te.he.n~ e.n!tollme.n~ and wha~ would you e.htimate.

youJt e.nJtollme.nt ~o be. 6ive: ye.alth 011.om now? ~ s-1 .
.J-.c..- ~ k ~ ~ ...--.--- ~ ~ _._;__ ,d..._~
~ -<A/~ ~ ..A::::oo(.(_. ~ --Ia ?.J.
2• 06 the. 0amilie.h that he.nd tne.iJt p!te.-hchool ·childJte.n ~o
yoult hchool, what ~h the. ave.Jtage. income. bJtacke.~?
~~~
3. Wha~ ih, in yoult op~nion, ~he. optimum diJte.ctJte.hh/ch~l d
1ta~io noll. ~he. Mon~e.hho!ti hYh~e.m (includ~ng aide.h)?

1-~
4. Vo you~ 0 ae~ l~t~e¢ p~ov~de 0 o~ a 4pl~t day - 4 h~. 4ehool
and 4 h~4. nu~4e~y ea~e? 16 ye4, what pe~eentage o 0 the
eh~ld~en ~ema~n 0 o~ day nu~4e~y ea~e?

5. 14 you~ en~ollment eomp~4ed exelu4~vely o6 p~e-4eho o l

age eh~ld~en o~ do you eont~nue ~nto elementa~y level4
(~6 4o to what g.JLade)?

~~ <j~ -& :;t:k ~ ~ (,~;/~-~:: ~~

~ ~ ~)

6. V~d an a~eh~teet de4~gn you~ 6ae~l~t~e4? 16 4o , eould

you g~v e me h~4 name o~ add~e44 6o~ 6u4the~ eomp~lat~on
o6 ~aw data on the Monte44o~ Method?
~ -
~ - ~ t -~ .
:l ,:l(, ~ . ~ ~ t--D~
VV>~ /
-ka- .
Nov em be.ft 1, 19 6 8

Monte.~~oft~ Sehool, R~ve.ft Oak~

1802 Huldy
H0 u.~ t 0 n, r e. X a~

I am a 6~6th ye.aft Afteh~te.etu.fte. majoft pfte.~e.ntl~ Woftk~ng

on my the.~~~ 6oft a Baehe.loft o6 Afteh~te.etu.fte. de.gfte.e. at Te.xa~
Te.ehnol o g~eal College. ~n Lu.bboek, Te.xa~. I have. eho~e.n to
de.~~gn a ~ehool to te.aeh the. Monte.~~oft~ method o6 le.aftn~ng
6oft eh~ldfte.n o6 u.ppe.ft m~ddle. ela~~ 6am~l~e.~ to be. loeate.d
~n Vall a~, Te.xa~. I have. eho~e.n to deal w~th th~~ ~ne o me.
gftoup ~n oftde.ft to allow my~e.l6 the. ne.ee.~~afty 6~nane~al
~u.ppoftt a~ the. Afteh~te.et 6oft the. pftoje.et.
Th~~ 6~ft~t ~e.me.~te.ft, we. afte. to a~~ume. the. po~~t~on o6
the. el~e.nt ~n the. pftopo~e.d pftoje.et, a ta~k fte.qu~ft~ng a thoftough
knowledge. o6 the. ~ubje.et. A bft~e.6 eomme.nt on e.aeh o6 the. qu.e.~­
t~on~ below that apply to you.ft Monte.~~oft~ Sehool would be.
o6 ~mme.a~uftable. be.ne.6~t to me..
Th e. t~me. e.le.me.nt 6oft the. pfte.pafta~on o6 my Wft~tte.n pftogftam
~~ 6~ftl y l~m~t e. d at th~~ po~nt. The.fte.6ofte., I have. pft o v~de.d ~n
th~~ le.tte.ft, ~paee. below e.aeh que.~t~on 6oft you to jot down
any appl~eable. ~n6oftma~on a~ well ~ a ~tamped, ~e.l 0 -addfte.~~e.d
envel ope. ~o a~ to fte.q~fte. a m~n~mu.m o6 you.ft t~me. and e. oftt. 00
Any add~t~onal ~n6oftmat~on ~n the. 6oftm o6 bftoehu.fte.~ oft
l~te.ftatu.fte. on you.ft ~ehool would be. gfte.atly appfte.~ate.d. Thank
you. onee. aga~n 6oft you.ft k~nd eon~~de.ftat~on and fte.~pon~e..
S~nee.fte.ly,

~am~
1. What~~ youft pfte.~e.nt e.nftollme.nt and what would you. e.~t~mate.
you.ft e.nftollme.nt to be. 6~ve ye.aft~ oftom now?
~-~Lf. s~ -so
2. 06 the. 6am~l~e.~ that ~e.nd the.~ft pfte.-~ehool eh~ldfte.n to
you.ft ~ehool, what · ~~ the. ave.ftage. ~neome. bftael%t? . _ 1
. ~
..,_~·~ -~ ~ ;:s- -.:1..[) ~ ~'"-- r
3. What ~~, ~n you.ft op~n~on, the. opt~mu.m d~fte.etfte.~~/eh~ld
ftat~o 6oft the. Monte.~~oft~ ~y~te.m (~nelu.d~ng a~de.~)7
4. Vo you~ 6ac~l~~~e~ p~ov~de 6o~ a ~p~~ day - 4 h~. ~chool
and 4 h~~. nu~e~y ca~e? 16 ye~, wha~ pe~cen~age o6 ~he
ch~ld~en ~ema~n 6o~ day nu~~e~y ca~e?

._..;y·vc--"'

5. I~ you~ en~ollmen~ comp~~ed exclu~~vely o6 p~e-~chool

age ch~ld~en o~ do you con~~nue ~n~o elemen~a~y level~
(~6 ~ o ~o wha~ g.~a.de)?

~~-~
6. V~d an a~ch~~ec~ de~~gn you~ 6a~~~~e~? 16 ~o, could
you g~ve me h~~ name o~ add~e~~ 6o~ 6u~he~ comp~la~~on
o6 ~aw da~a on ~he Mon~e~~o~ Me~hod?
~./
No ve.m be.Jt. 1, 19 6 8

Mon~e.~~o4~ School o6 V~Jt.g~n~a

10917 MaJt.~i~a CouJt.~
F~Jt.6ax, V~Jt.g~n~a

I am a 6~6th ye.aJt. AJt.ch~~ e. c~uJt.e. majoJt. p1Le.~e.n~iy woJt.~~ng

on my ~he.~~~ 6oJt. a Bache.ioJt. o6 AJt.ch~~ e.c~uJt.e. de.g Jt.e.e. a~ Te.xa~
Te.chnoiog~cai Coiie.ge. ~n Lubboc~, Te.xa~. 1 have. c ho~e.n ~o
de.~~gn a ~chooi ~0 ~e.ach ~he. Mon~e.~~O)L~ me.~hod o6 ie.aJt.n~ng
6oJt. ch~idJt.e.n o6 uppe.Jt. m~ddie. cia~~ 6am~i~e.~ ~o be. ioca~e.d
~n Vu..Lta..o , Te.xa-6. I have. choL> €-Yl. ;to de.at w~~h ~h~-6 ~nC:.(nii.C..
gJt.oup ~n oJt.de.Jt. ~o allow my~e.i6 ~he. ne.ce..6~aJt.y 6~nanc~at
~uppoJt.~ a-6 ~he. AJt.ch~~e.c~ 6oJt. ~he. pJt.oje.c~.
Th~~ 6~Jt..6~ .6e.me.~~e.Jt., we. aJt.e. ~o a~~ume. ~he. po~~~~on o6
~he. ctie.n~ ~n ~he. p1Lopo~e.d pJt.oje.c~, a ~a~~ Jt.e.qu~Jt.~ng a ~hoJt.ough
~nowie.dge. a6 ~he. .6ubje.c~. A bJt.~e.6 comme.n~ on e.ach o6 ~ he. que.~ ­
~~on-6 be.iow ~ha~ apply ~o youJt. Mon~e..6.60Jt.~ School would be
o6 ~mme.a~uJt.able. be.ne.6~~ ~o me..
The. ~~me. e.ie.me.n~ 6oJt. ~he. pJt.e.paJt.a~~on o6 my WJt.~~~e.n oJt.ogJt.am
~~ ua~Jt.ly i~m~~e.d a~ ~h~.6 po~n~. The.Jt.e.6oJt.e., I have. p1Lov~de.d ~n
~h~~ ie.~~e.Jt. , .6pace. be.low e.ach que..6~~on 6oJt. you ~o jo~ down
any appt~cabie. ~n6oJt.ma~~on a.6 we.ll a.6 a ~~amp e. d, .6e.l6- addJt.e.~ .6e.d
e.nve.lope. ~o a~ ~o Jt.e.qu~Jt.e. a m~n~mum o6 youJt. ~~me. and e.66oJt.~ .
Any add~~~onal ~n6oJt.ma~~on ~n ~he. 6oJt.m o6 bJt.ochuJt.e..6 OJt.
i~~e.Jt.a~uJt.e. on youJt. .~chool would be. gJt.e.a~ly appJt.e.c~a~e.d. Th an~
you once. aga~n 6oJt. youJt. ~~nd con~~de.Jt.a~~on and Jt.e.~pon~e. .
S~nce.Jt.e.ly, ·

~~~-
He.1.,-. ::· C. H am~i~o n.

1. Wha~ ~~ youJt. pJt.e.~e.n~ e.nJt.ollme.n~ and wha~ would you e..6~~mate.

youJt. e.nJt.ollme.n~ ~o be. 6~ve ye.aJt.~ 6Jt.om now? @ 125 students
6 - primary classes- 2 1/2 - 6 year olds (Ideally f t- 30 p er class}
1 junior class- 6 -12 year olds ~
2. 06 ~he. 6am~l~e..6 ~ha~ ~e.nd ~he.~Jt. p1Le.-~chool ch~ldJt.e.n ~o
youJt. ~chool, what~~ the. ave.Jt.age. ~ncome. bJt.ac~e.~?@ $ 15 ,000.00

3. Wha~ ~~, ~n youJt. op~n~on, the. op~~mum d~Jt.e.c~Jt.e.~~/ch~i d

Jt.a~~o 6oJt. the. Mon-te.~.~> oJt.~ ~ y~~e.m (~nclud~ng a~de.~) ? up to 35 childr en
1-teacher and 1 aide per class; per class
4. Vo you~ 6ac~l~~~e¢ p~ov~de 6o~ a ¢p~~ day - 4 h~. ¢chool
and 4 h~¢. nu~¢e~y ca~e? 16 ye¢, wha~ pe~cen~age o6 ~he
ch~ld~en ~ema~n 6o~ day nu~¢ e~y ca~e? YES; up to 1/3 Day Care

5. 1¢ you~ en~ollmen~ comp~¢ed exclu¢~vely o6 p~e-¢chool

age ch~ld~en o~ do you con~~nue ~n~o elemen~a~y level¢
(~6 ¢ o ~o wha~ . g.Jt.ade)? at present just pre -s chool; next year 1st Junior class
starts and will carry thru approx. 4th grade.

6. V~d an a~ch~~ec~ de¢~gn you~ 6a~~~~e¢? 16 ¢o, could

you g~ve me h~¢ name o~ add~e¢¢ 6o~ 6u~~he~ comp~la~~on
o 6 ~aw da~a on ~he Mon~e¢¢ o!U Me~hod? No architect; a house converted
into a school- split level. Ideal situation would be to have all on ground level
with an entran:::e and exit to all classes.

Mrs. Beth Willmore-Director

Mrs. Sana Varden- Administrator
VIRGINIA MONTESSORI SCHOOL
of
Fairfax and Reston

~ 111 Vt:UcLw
No v e.m b e.Jt 1, 19 6 8
V..i.Jte.c.tJte.~.>~.>
Monte.~.>.6oJt..i. Sc.hool ofi Au~.>;t..i.n
3307 Ex.po.o ..i.;t..i.on
Au.o;t..i.n, Te.x.a..6

I a.m a. fi..i.fith ye.a.Jt A.~tc.h..i.;te.c.;tu.lte. ma.jo.lt p.lte.~.>e.n;tly woJtk..i.ng

on my ;the..o..i..o fio.lt a. Ba.c.he.lo.lt o6 A.~tc.h..i.;te.c.;tu.~te. de.g.~te.e. a.;t Te.x.a.~
Te.c.hnolog..i.c.a.l College. ..i.n Lubboc.k, Te.x.a..o. I ha.ve. c.ho.oe.n ;to
de..o..i.gn a. .oc.hool ;to ;te.a.c.h ;the. Mon;te..o.oo.~t..i. method o6 le.a..ltn..i.ng
6o.~t c.h..i.ld.~te.n o6 uppe.Jt m..i.ddle. c.la..6.6 6a.m..i.l..i.e..o ;to be. loc.a.;te.d
..i.n Va.lla..o , Te.x.a..o. I ha.ve. c.ho.oe.n ;to de.a.l w..i.;th ;th..i..o ..i.nc.ome.
g.~toup ..i.n o.~tde..~t ;to a.llow my.oe.lfi ;the. ne.c.e..o.oa.~ty 6..i.nanc...i.al
.ouppo.lt;t a.o ;the. A.~tc.h..i.;te.c.;t fio.lt the. p.ltoje.c.;t.
Th..i.~.> fi..i..~t~.>;t ~.>e.me..o;te..~t, we. a.~te. ;to a.o.oume. ;the. po.o..i.;t..i.on o6
;the. c.l..i.e.n;t ..i.n ;the. p.ltopo.oe.d p.ltoje.c.;t, a ;ta~.>k .~te.qu..i.Jt..i.ng a ;tho.~tough
knowledge. ofi ;the. .oubje.c.;t. A b.~t..i.e.6 c.omme.n;t on e.ac.h o6 ;the. que..o-
;t..i.on~.> below ;tha;t apply ;to you.lt Mon;te..o.oo.~t..i. Sc.hool would be.
o6 ..i.mme.a.ou.~table. be.ne.fi..i.;t ;to me..
The. ;t..i.me. e.le.me.n;t 6o4 ;the. p.lte.pa..lta;t..i.on o6 my W.lt..i.;t;te.n p.~tog.~tam
..i..6 fia..i..~tly l..i.m..i.;te.d a;t ;th..i..o po..i.n;t. T he..~te.6o.~te. , I have. p.ltov..i.de.d ..i.n
;th..i..o le.;t;te..~t, .6pac.e. below e.ac.h que.~.>t..i.on 6o.~t you ;to jo;t down
any appl..i.c.able. ..i.n6o.~tma;t)_on a.6 well a~.> a .o;tampe.d, .oe.lfi-add.~te..o~.>e.d
envelope. .oo a.o ;to Jte.~u..i.Jte. a m..i.n..i.mum o6 youJt ;t..i.me. and e.66o.~t;t.
Any add..i.;t..i.onal ..i.nfio.~tma;t..i.on ..i.n ;the. 6o.~tm o6 b.~toc.hu.~te..o o.lt
l..i.;te..~ta;tu.~te. on you.lt .oc.hool would be. g.~te.a;tly app.~te.c...i.a;te.d. Thank
you on c. e. ag a..i.n 6 o Jt yo u.lt k..i.nd c.o n.o..i.de..~ta;t..i.o n and Jt·e..o po n.o e..
S..i.nc.e..~te.ly,

~~~
He.n.~ty C. Ha.m..i.l;ton

1. Wha;t ..i..6 you.lt p.~te..oe.n;t e.n.~tollme.n;t and wha;t would you e..o;t..i.ma;te.
you.lt e.n.~tollme.n;t ;to be. 6..i.ve ye.a.lt.6 6.~tom now?
~-~o~· ~-~
2. 06 ;the. fiam..i.l..i.e..o ;tha;t .oe.nd ;the...i.Jt p.lte.-.oc.hool c.h..i.ld.~te.n ;to
you.lt .oc.hool, wha.;t ..i..o zhe. ave..~tage. ..i.nc.ome. b.~tac.ke.;t?
~ ~ ~/S1 GOO
3. Wha;t ..i..o, ..i.n you.~t op..i.n..i.on, zhe. opz..i.mum d..i..~te.c.;t.~te..o.o/c.h..i.ld
.~ta;t..i.o 6oJt zhe. Monze..o.ooA..i. .oy.oze.m (..i.nc.lud..i.ng a..i.de..o)?

1~+-J~h ~~ ~
4. Vo you~ 6ac~!~t~e~ p~ov~de 6o~ a ~pl~t day- 4 h~. ~chao!
and 4 h~~. nu~e~y ca~e? 16 ye~, what pe~centage o6 the
ch~ld~en ~ema~n 6o~ day nu~~e~y ca~e?

5. I~ you~ en~ollment comp~¢ed exclu~~vely o6 p~e-~chool

age ch~ld~en o~ do you cont~nue ~nto elementa~y level~
(~6 ~o to what. gAade)?
~-~~

6. V~d an a~ch~te~t de~~gn you~ 6ac~~t~e~? 16 ~o, could

you g~ve me h~~ name 0~ add~e~~ no~ nu~the~ comp~lat~on
o6 ~aw data on the Monte~~o~ Method?

~~~~.
Nov e.m be.lt. 1, 19 6 8

Mon~e.~~olt.~ V~lla SQhool

7002 N. Ce.n~Jt.al
Phoe.n~x, Alt.~zona

1 am a fi~nth ye.alt. A!t.Qh~~e.Q~ult.e. majolt. p!t.e.~e.n~ly WO!t.~~ng

on my ~he.~~~ nolt a BaQhe.lo!t. on A!t.Qh~~e.Q~ult.e. de.glt.e.e. a~ Te.xa~
T e.Qhnolog~Qal College. ~n Lubb oQ~, Te.xa~. 1 have. Qho~e.n ~o
de.~~gn a ~Qhool ~o ~e.aQh ~he. Mon~e.~~olt.~ me.~hod on le.alt.n~ng
fiolt Qh~ld!t.e.n on uppe.lt. m~ddle. Qla~~ nam~l~e.~ ~o be. loQa~ed
~n Valla~, Te xa~. 1 have. Qho~e.n ~o de.al w~~h ~h~~ ~nQome.
glt.oup ~n olt.delt. ~0 allow my~eln ~he. ne.Qe.~~alt.y n~nanQ~al
~uppo!t.~ a~ ~he. A!t.Qh~~e.Q~ nolt. ~he p!t.oje.Q~.
Th~~ n~!t~~ ~e.me.~~e.!t, we. a1t.e. ~o a~~ume. ~he. po~~~~on on
~he. Ql~en~ ~n ~he. p!t.opo~e.d p!t.oje.Q~, a ~a~~ Jt.e.qu~lt.~ng a ~ho!t.ough
~nowle.dge. on ~he. ~ubje.Q~. A blt.~e.n Qomme.nt on e.aQh on the que.~­
~~on~ below ~ha~ apply ~o yoult. Mon~e.~~olt.~ SQh ool would be.
on ~mme.a~ult.able. be.ne.n~t ~o me..
The. ~~me. e.le.me.nt nolt the. p!t.e.palt.at~on on my Wlt.~tten p!t.oglt.am
~~ na~Jt.ly l~m~~e.d a~ ~h~~ po~n~. The.Jt.e.no lt.e. , 1 have. p!t.ov~de.d ~n
th~~ le~~e.Jt., ~paQe. be.low e.aQh que.~~~on nolt. you to jo~ down
any appl~Qable. ~nnolt.ma~on a~ we.ll ~ a ~~ampe.d, ~e.ln-add!t.e.~~e.d
e.nve.lope. ~o a~ ~o Jt.e.qu~Jt.e. a m~n~mum on yoult. ~~me. and e.nnolt.~.
Any add~~~on4l ~nnolt.ma~~on ~n ~he. 6olt.m o6 blt.oQhuJt.e.~ olt.
l~~e.lt.a~ult.e. on yoult. ~Qhool would be. glt.e.atly app!t.e.Q~a~e.d. Than~
you onQe. aga~n 6olt. yoult. ~~nd QOn~~de.Jt.a~on and lt.e.~pon~e..
S~nQe.Jt.e.ly,

~am~
1. Wha~ ~~ yoult. p!t.e~e.n~ en/tollmen~ and what would you e.~~~mate.
yoult. en/tollmen~ to be n~ve ye.alt.~ 6Jt.om now?

2. 06 ~he. 6am~l~e~ that ~end ~he~lt. p!t.e-~Qhool Qh~ld!t.en ~o

yoult. ~Qhool, what ~~ the avelt.age ~nQome bJt.aQ~et?

$6,000 - 1
3. Wha~ ~~, ~n yoult. op~n~on, the opt~mum d~Jt.eQtlt.e~~/Qh~ld
Jt.at~o. 6olt. the Monte~~olt.~ ~y~~em (~nclud~ng a~de~ l?

1 for 10 ( 1 teacher, 1 assist.ant)

4. Vo you~ 0 ae~i~t~e4 p~ov~de 6o~ a 4pi~t day- 4 ~46. 4ehooi
and 4 h~4. nu~4e~y ea~e? I6 ye4, what pe~eentage o6 the
eh~id~en ~ema~n 6o~ day nu~4e~y ea~e?

No

5. I4 you~ en~oiiment eomp~4ed exeiu4~veiy o6 p~e-4ehooi

age eh~id~en o~ do you eant~nue ~nto eiementa~y ievel4
(~6 4o to what _g~ade)?

y~

6. V~d an a~eh~teet de4~gn you~ 0 ae~~t~e4? I6 4o, eouid

you g~ve me h~4 name o~ add~e44 6o~ 6u~the~ comp~iat~on
o6 ~aw data on the Monte44o~ Method?

Leasing space' in a Baptist Church.

Nove.mbe.lt 1, 196 8

A:t.he.na. S c.hool
4100 Re.d R,ive.lt
Au..6:t.-<-n, Te.x.a..6

1 a.m a. n-<-6th ye.a.lt AIC.c.h-<-:t.e.c.:t.u.IC.e. ma.jolt plte..6e.n:t.ly WOIC.~,ing

on my :t.he..6,i.6 6olt a. Ba.c.he.lo!t o6 A!tc.h,i:t.e.c.:t.u.lte. de.g1c.e.e. a.:t. Te.x.a..6
Te.c.hnolog-<-c.a.l Colle.ge. -<-n Lu.bb oc.~, Te.x.a..6. 1 ha.ve. c.ho.6e.n :to
de..6-<-gn a. .6c.hool :to :t.e.a.c.h :the. Mon:t.e..6.6o!t,i me.:t.hod on le.a.~c.n-<-ng
6olt c.h-<-ld!te.n on u.ppe.lt m-<-ddle. c.la..6.6 na.m-<-l-<-e..6 :to be. loc.a.:t.e.d
,in Va.lla.~, Te.x.a..6. 1 ha.ve. cho.6e.n :to de.a.l w-<-:t.h :t.h-<-.6 -<-nc.ome.
g1c.ou.p -<-n oltde.lt :to a.llow my.6e.ln :the. ne.c.e..6.6a.lty n-<-na.nc.-<-a.l
.6u.ppo!t:t. a..6 :the. A~c.c.h,i:t.e.c.:t. no!t :the. p!toje.c.:t..
Th-<-.6 6-<-1t.6:t. .6e.me..6:t.e.!t, we. a.1c.e. :to a..6.6u.me. :the. po.6-<-:t.-<-on on
:the. c.i.,{_e.n:t. ,in :the. p!topo.6e.d p!toje.c.:t., a. :t.a..6~ IC.e.q u.,ilt,(.ng a. :t.ho1c.ou.gh
~nowle.dge. o6 :the. .6u.bje.c.:t.. A b~c.-<-e.n c.omme.n:t. on e.a.c.h on :the. qu.e..6-
:t.-<-on.6 below :t.ha.:t. -a.pply :to you.lt Monte..6.6olt-<- School would be.
on -<-mme.a..6u.IC.a.ble. b~ne.6-<-:t. :to me..
The. :t.-<-me. ·ele.me.n:t. 6olt :the. p!te.pa.IC.a.:t.-<-on 0 n my WIC.,(.:t.:t.e.n pltoglta.m
,{..6 na.-<-~c.ly l,im,i:t.e.d a.:t. :t.h-<-.6 po-<-n:t.. The.1te.6o1te., 1 ha.ve. p!tov,ide.d -<-n
:t.h-<-.6 le.:t.:t.e.lt, .6pa.ce. be.low e.a.c.h qu.e..6:t.-<-on 6olt you. :to jot down
a.ny a.ppl,ic.a.ble. -<-n6oltmd~on a..6 we.ll a..6 a. .6:t.a.mpe.d, .6e.l6-a.dd!te..6.6e.d
e.nve.lope. .60 a..6 :to lte.qu.-<-IC.e. a. m-<-n-<-mu.m o6 yoult :t.-<-me. a.nd e.66olt:t..
Any a.dd-<-:t.-<-ona.l -<-n.6oltma.:t.-<-on ,in :t.he. . 6oltm o6 blto~hu!te..6 ole.
l-<-:t.e.~c.a.:t.u.lte. on you.IC. .6c.hool would be. glte.a.:t.ly a.pplte.c.,{_a.:t.e.d. Tha.n~
you. onc.e. a.ga.,in 6olt you.IC. ~,ind c.on.6-<-de.lta.~on a.nd lte..6po~.6e..
S,ince.!te.ly,

1. Wha.:t. -<-.6 you.IC. p!te..6e.n:t. e.n!tollme.n:t. a.nd wha.:t. would you. e..6:t.-<-ma.:t.e.
you.IC. ~n!tollme.n:t. :to be.. 6-<-~e. ye.f:l 61tom now? .._
P~;J /2~€?-;t-J~ s )._ ~~IP--,
11
-Jk. s fA . -I j () ,
2. On :the. 6a.m-<-l-<-e..6 :t.ha.:t. .6e.nd :t.he.-<-~c. p!te.-.6c.hool ·c.h-<-ld!te.n. :to
you.lt .6c.hool, wha.:t. -<-.6 :the. a.ve.1c.a.ge. -<-nc.ome. blta.c.~e.:t.?
-fiP; .ooo - /.t:L!Joo .
3. Wha.:t. -<-.6, -<-n you.IC.~p-<-n-<-on, :the. op:t.-<-mu.m d,i.IC.e.c.:t.lte..6.6/c.h-<-ld
~c.a.:t.-<-o 6olt :the. Mon.:t.e..6.6olti .6y.6:t.e.m (including a.ide..6)?
c!h~ --;;-; J-4- ~ IS cfvf~.
..·~, ·. · ~ ~ ~ .. ·. .SA.N.TA M0NI.CA M0NlESS 0RI SC~OOl, I Nc.
~ 111 111 ~ 1315 T W.ENTIETH STREET SANTA MONICA. CALIFORNIA 904 04 . . (213) 4 5 1-1558
ACCR-EOIT.~O BY. THE A S SOCIATION M ON TES SOR I I NTERN ATI ONA LE ''

R lJTH. v.: DRESSER

. ADMINISTRA T O R

. December 12, 1968

Mr. Henry C·. Hamilton

.·· . .
2212 Fifth Street
Apartment No. 46
Lubbock, Texas

Dear Mrd-lamilton:

In regard to your ·recent inquiry~ I shall .attem·prlo answer most of your questions as
you hav;e requested.

· Fir.st of' all-, the ideal Montessorl. Class should start at twenty children per two
.teachers, but could easily increase tothirty children per two teachers. The room
should be·thirty :by. forty or larger. · If it is ~tall possible i a very long hallway
:should borde·r a row ofc1assrooms. · · ·

2·
,.
e'"''

;..,;.,;:~~ .
.- . f~r·--
 Mr. Henry C. Hamilton - 2 - 12-12-68

If I were ~employing . an architect to design a Montessori School, 1 would like

to have an observation room with one-way mirrors for each classroom, so
parents and visitors could observe without being seen. It would not matter if
the classroom were square or rectangular 1 provided there would be approximate I y
900 square feet per classroom.

Carpets and drapes would be a necessity 1 as well as an area for painting 1 which
would require a sink and water. Each classroom should have its own toilet
facilities so that it" is self-contained in every respect.

I am sending. information for your perusali I hope this has been of some benefit to
you. Thank you for your interest in the Montessori movement .

Sincerely~

·- ..(~:~~-
__
_-/
~-~ /:/5~~~~--------)
Ruth V. Dresser
Administrator

RVD:gm

Enclosures
 SANTA MONICA . MONTESSORI SCHOOL, INC.
1315 Twentieth Street
Santa Monica, California 90404
Telephone: 45i-1558

ADMINISTRATION

Mrs. Ruth V. Dresser, owner and Administrator of the Santa Monica Montessori
School, holds a bachelor's degree in geography from U .C .L.A. and a master's
degree from Columbia University in music and ha·s nearly completed the doctorate
in education at U .C .L.A. Eleven years teaching in public schools have given her
experience in all elemettary grades. She has been granted a Life Teaching
Certificate by the State of California and w~s an Assistant Professor of Education
at San Fernando Valley State College. Most of her Montessori training was done
in London. After extensive traveling in India and Burma, she lectured throughout
Southern California on the music and dance of India. She is a member of the
National Education Association, California Teachers Association, American Guild
of Organists, the Association Montessori I nternationale.

CURRICULUM

The school is concerned with only the highest standard of Montessori techniques
and methods as exemplified by Dr. Maria Montessori. Our curriculum is available
for children from the ages of 2 1/2 through Junior High School. In addition to the
Montessori curricul urn, we· are qualified to prepare the student for re-entry into the
public schools. A foreign language is taught in every class.

STAFF

Our staff is composed of teachers from Europe and America. All of our teachers
have had a minimum of five years of university work, including Montessori
training at institutions recognized by the Association Montessori lnternationale.

TUITION

Tuition is $1290 per school year, and is prorated for the benefit of the children
entering after September, payable annually, semi-annually or monthly.

HOT LUNCH and fresh fruit or fruit juice served twice daily are included at no
extra cost.

BUS SERVICE is available for a nominal fee.

APPLICATION FOR ENROLLMENT and REGISTRATION

Interested persons are cordially invited to visit the school, to observe the classes
and to talk with the Administrator. Enrollment is limited and interviews with new
parents will be ;manged after the application has been received.

Emergency medical services are available at all times at· St. John 1s Hospital
immediate! y adjacent to the school. A registered nurse is also on duty at the
school as a regular staff member.

We welcome children from families of all races, colors and creeds.

 SANTA MONICA MONTESSORI SCHOOL
1315 Twentieth Street
Santa Monica, California 90404
Telephone: 451-1558

SCHOOL CALENDAR FOR 1968-69

Fall Semester

September 9 SCHOOL BEGINS

September 19 OPEN HOUSE and GENERAL MEETING

Place: Santa Monica Montessori School
Time: 7:30 p.m. Coffee
Topic: Introduction of Staff (8:00 p.m .)

October 17 GENERAL MEETING <Parents, Teachers and Friends)

Time: 7:30 Coffee ·
Topic: Lecture , Mr. Harry Stanley; "Advanced Mathematics 11 •

October 4 OBSERVATION OF CLASSES BEGIN

Call the school for an observation appointment to observe classes
from 9:15 to 11:00 a.m. any school day.

October .31 CHILDREN'S HALLOWEEN PARTY AND COSTUME PARADE

Time: 1:00 p.m.
Parents may observe classroom party through the window. Costume
parade will be held outdoors for everyone. Parents may take their
child home with them following the parade and party. Refreshments
will be served to all.

November 11 VETERANS DAY (Legal Holiday)

November 19, 20 PARENT CONFERENCES

& 21 Parents are requested to call the school office for an appointment with
their child's teacher for the evening of their choice between the hours
of 6:00 and 9:00 p.m.

November 28 & 29 THANKSGIVING DAY (Legal Holiday)

December 18 PIANO RECITAL- Students of Mrs. Judith Stanley

Time: 8:00 p.m.

December 20 ANNUAL CHRISTMAS PARTY IN ALL CLASSROOMS

Time: 1:00 p.m.
Parents may observe. Refreshments will be served.

December 23 CHRISTMAS HOLIDAYS begin.

January 6 SCHOOL RESUMES

January 16 GENERAL MEETING

Time: 7:30p.m. Coffee {Lecture: 8:00p.m.>
Topic: Lecture, Mrs. Francesca Claremont; _11 Language for the
6th grade child in a Montessori School 11 •

January 31 FIRST SEMESTER ENOS

 SANTA MONICA MONTESSORI SCHOOL
1315 Twentieth Street
Santa Monica, California 90404.
Telephone: 451-1558

TUITION CONTRACT
Date
--------------------
I hereby enroll my child (name)
int~SantaMonlcaMo~essM~l~S~crho-o~l~fu-r~trhe----~~~-s-c~ho-o~l-y-eM--,-c-om_m_e_n_cpin_g ______~
, (at an agreed total tuition of $1,290. 00).
---------------------
1. The tuition will be paid monthI y, the first and last month in advance, at the. rate of $129.00 per
month. It Is the parents' intention for the child to complete the school year . However, if It is
necessary to withdraw the child for any reason, parents agree to give at least 30 days notice, or
forfeit the deposit of ($129.00) one hundred and twenty-nine dollars.
2. There will be no tuition or payment refunds, or adjustments as set .forth above, except in special
cases and then only at the discretion of the Administrator.
3. Group A_ccident Insurance coverage is now available for the sum of $3.00 per year per child. This
sum wlll be added to the tuition annually and Is the-ider¢lcal insurance plan currently used by t~
Los Angeles City School S.ystem.
4. Tuttion payments are due on the 1st of each month. 1f not paid by the 10th.,the account becomes
delinquent and the child's enrollment wHI be automatica_lly terminated on the 15th of said month.
5~ The school observes the same holidays as the Los Angeles Public School System and Is in session
five days a week, Monday through Friday.
6. The school reserves the right to discharge any child at any time whose presence, in the opinion of
the school, is detrimental to the program of the school or who is not benefiting by his instruction ~re.
7. The school will not make up any time that the school is forced to close down by any circumstances
beyond our control.
8. No child may be admitted until all the necessary papers and application fo~ms have been completed
and returned to the school for approval by the Administrator.
9, We do not ac~ept emotional I y disturbed or mentaII y retarded children.
July-Enrollment papers due January 1 $129.00 Tuition
Additio-ns_ _ _ _ _ ___
August 1 Advance $129.00 February 1 129.00
September 1 129.00 March 1 129.00 Total Tuition
October 1 129.00 April 1 129.00 Deductions - - - - - - -
November 1 129.00 ·May 1 129.00 Net Tuition
December 1 ·129.00 ---------
l have read and hereby agree to subscribe and accept all of the above policies and regulations of
t~ SANTA MONICA MONTESSORI SCHOOL,. INC.

Date Signed and accepted by:

Father
--------------------------
Mother
--------------------------
Approved

Administrator

Final acceptance of this application must be approved by the Administrator.

We welcome children from families of all races, colors and creeds.

 SANTA MONICA MONTESSORI SCHOOL
1315 Twentieth Street
Santa Monica, California 90404
Telephone: 451-1558

Welcome to the Santa Monica Montessori School. We hope that the following information
will help to make this a pleasant beginning of a fruitful year. If you have any questions,
please call the school office.

SCHOOL HOURS: The school day begins at 9: 00a.m. and concludes at 3:00p .m. We
urge parents who drive their children to be prompt. Parent driven children should be discharged
at the Arizona Street playground entrance and picked up at the same place 1 except on rainy
days • (Use the front of the school on 2Oth Street).

At 3:00 p.m. the playground gate will open and the children will be placed personally in
your car by the teacher on duty. Please do not park 1 but proceed in line 1 holding a card with
your child's name on it up to the windshield.

ABSENCE REPORTS: Please call the school office regarding every absence. If a child is
absent due to a communicable disease, a doctor's written release will be necessary before the
child can be re-admitted to the school.

ACCIDENTS: The parent will be notified immediately in case of any accident, whether on the
school premises or on the bus. We have a Registered Nurse on duty at all times. With serious
injury 1 the child will be taken next door to St. Jo_hn's Hospital . In the event of a minor
accident (i.e. bruise 1 cut 1 lacerations, etc.), the school nurse will take care of the matter
and then telephone the parent.

BIRTHDAYS: If your child has a birthday during the school year 1 it is the custom for the
parent to supply the class with cupcakes or other favors. The birthday party is held during the
afternoon juice time at 2:00p.m . The parent is cordially invited to attend the party and take
pictures if he wishes.

BUS SERVICE: During the first week of bus service, please allow ten minutes before and
after your assigned pick-up time. Adjustments will be made for the benefit of all children on
the bus. If your child will not be riding the bus on some particular day, you must call the
school office and inform them as soon as possible. Daily bus sheets are printed for the driver
after 1:00 p.m. We must know before 1:00 p.m. if you intend to pick up your child instead of
riding the bus home as usual.

CHANGE OF ·ADDRESS: If 1 during the year 1 you have a change of address or telephone
number, please notify the school immed iately. This also applies to the numbers listed on yoll'
emergency list.

DRESS: Casual, comfortable school clothes are requested for all children. During the winter
months, capris and leotards are recommended.

LECTURES : We have scheduled a series of lectures explaining and demonstrating the

Montessori method and apparatus. We urge you to attend these lectures and to feel free to
invite your friends .

OBSERVATION OF CLASSES: You may observe your child's class after he has been in
attendance for four (4) weeks . Observations may be made by appointment. You may then ob- ·
serve any morning between 9:15 and 11:00 a.m. by calling the school office for an observation
appointment.

PARENT CONFERENCES: Once in the Fall and again in the Spring, you will have an oppor-
tunity to confer with your child's teacher on his progress and development. These conferences
are vital for the complete understanding and intellectual development of your child. We do not
use report cards. You will be notified of the conference several days in advance 1 at which time
you may call the office and con finn your appointment. You may, however, request a special
conference with your child's teacher at any time by calling the office and arranging an appro-
priate time . A comprehens i ve written report is given in June.

SPECIAL EVENTS: You will be notified of any special events that we have scheduled for
the children during school hours. You are always welcome to attend the classroom parties or
go on the field trips.
 BIBLIOGRAPHY

Dember~ Wi~liam E.~ The Psychology of Perception . New

York~ Harcourt Brace~ 1951.

Fisher~ Dorothy C.~ The Montessori Manual or Teachers

and Parents • Cambri ge~ Mass.~ Ro ert Bent ey ~ 1966.

Montessori~ Maria~ The Montessori Elementary Materials .

Cambridge~ Mass. ~Robert Bentley~ 1965.
Montessori~ Maria~ Spontaneous Activity in Education
New York~ Sahoaken Books~ 1965. ·

Montessori~ Mario M.~ The Human Tendencies and Montessori

Education . Cambridge~ Mass.~ Robert Bentley~ 1966.

Orem~ R.C.~ Ed.~ A Montessori Handbook. New York~ G.P.

Putnam~ 1965.

Standing~ E.M.~ The Montessori Revolution in Education.

New York~ S~hoaken Books~ 196?.

Department of Architecture - University of Michigan ~

SER 2 ~ Environmental Evaluations • Michigan~
Architectural Research Lab~ 1965.

Cobb~ Dick~ "An Intellectual Leap"~ Newsweek ~ Vol. · 61~

June 24~ 1963~ p. 106-10?.

Goldberg~ Miriam L.~ "A Doctor 's Prescription"~

Saturday Review~ Vol. 45~ Oat. 20~ 1962~ p . 90-91.

Mangel~ Charles~ "Education Begins at Three"~ Look~ Vol. 29 ~

January 26 ~ 1965~p. 61-?0.

Morris~ J.A.~ "Our Children Learn Faster" ~ Saturday Evening

Post~ Vol. 45~ Oat. 20~ 1962~ p . 45-52 .

Watkin~ Edward ~ "Th e Return of Montessori"~ Saturday R e view ~

Vol. 4?~ Nov. 21~ 1964~ p . 61-63.
.BOCK TWO
 A MONTESSORI SCHOOL
FOR
VALLAS, TEXAS

A W!U.fte.n Thu-U. Subtni.fte.d M PaJ!.:Ua£.

Fui6Uime.nt ofi the. Re.qubteme.Y!U
6oJr. the. Ve.gJr.e.e. o6 Ba..c.heloJr. o6
AJr.c.h.Lte.c.tUJr.e. a:t Te.XM
Te.c.hnof..ogic.a.l
CoUe.ge.

He.nJr.y Cia.y Hami..Uon

Me. h.Lte.c.tuJr. e. 425
Ma.y 19, 7969
 Ta.bl.e. on Corzte.Yitll

ACKNOWLEDGEMENTS
INTRODUCTION
MODIFICATIONS TO PROGRAM
CONCEPT
VESIGN DEVELOPMENT
Fa.cil.Uy
SUe.
TECHNICAL EVALUATIONS
Me.c.ha.n.i.c.a.l.
Stltuc.ttlltltl. a.nd Ma;te!Ual. Se.l.e.c.lion
Ughttng
Bu..U.cUng Code. Re.qu.-Ur.eme.n:U
 ACKNOWLEDGEMENTS

1 wau1d Uke. to g..i.ve. .6pe.c...<.a.l .tha..rtk-6 .to Ja.6e.pft SkaJte.pa and

EdwaJtd VeJ!kte.rt, my .thu..i.-6 adv..i..6aM, 6att .the...<.tt ..i.rtcUv.<.dua.l c.Ji1.;U.c1...6m
artd 1 atha wi.6h .to e.xpJte.-6.6 my apptte.cia.t..<.art .to .the. 6aeutty m~be.M

who ha..be. ge.rte.ttaaU6ly g..i.ve.rt .thw .time. .<.rt attde.tt to a.<.d ..i.rt eomple.Uart
a6 my 6..i.rtal .thu..i.-6 •
 1NTROVUCT10N

I:t -<A :the. -iJ1-te.n,t a6 book. II :to de.6.ine. YlfVC.Il.a.:t{_ve.f..y :the. va/UoU6
Mpe.c.t6 a6 my ciltc.h.i:te.ctUJt..ai. :thu-<A wh.ic.h c.oui.d not be. 6ui.iy e.xp.f.a.ine.d
.in :the. gJta.ph.ic. .6otutian.

*A.6 a. blUe.6 Jte.view, :the. bM.iC. c.tU:teJri..a. a6 :the. pita btem w.U.e. be.
Jte.6 :ta.:te.d :

1. Vu.ign a. 0a.c..ili:ty c.ompty.ing with :the. 6u.ndame.n:ta.t6 o6 :the.

Morite.6.6o!U method o 6 te.a.Jtrr.ing.
2. The. a.g e. Jta.ng e. o6 :the. c.h.iU!te.n -<A 2 :to 6 yeo.Jf.-6 aU oJt e.nt.Jta.nc.e.
:to :the. 6~:t gJta.de..
3. The. bu..ti...o.l e.n!tailme.n,t vU..U. be. 120 e.xpa.ncii...ng w.i:th.in :two tfJ ·
:th!t.e.e. ye.a.Jt.6 :to :the. c.a.pa.c.Uy e.nJtollme.n,t o6 220 •
4. The. .6 c.ha at, a.:t c.a.pa.c.Uy, w.U.e. empto y .6.-i.x d.i!te.c.:tlte.6.6 e.6 a.nd 10
M.6-<A:ta.n:t.6. Six o6 :the. M.6-i,6:ta.n:t.6 will be. empto ye.d .irU:tia.U.y,
a.dd.ing 4 M :the. e.nJtallme.n,t .inc.Jte.MU .
5. The. ge.ne.Jta.t CYI&g:CI!lj ofi a.U .6pa.c.u will be. :tha.:t :the.y wLU be.
U6 e.d by :the. c.W dJc.e.n 6Jtam 9 a.. m. u.n,til 3 p.m. Cta.-6.6 e.6 a.Jte.
he.R..d 6Jtam Se.p:tembe.Jt :to Ma.y with Jte.gui.a.Jt haUda.y va.c.a.tion6.
 MOVIFTCATIONS, CHANGES, a.nd AVVIT10NS t:.o PROGRAM
[BOOK I]

AnteJt .6Wt:tlteJt inv u;t.tg a..tio n .i.nt:.o t:.he errJtoUment CJU:telt.i.a.

Jtequuted in t:.he p~ogJtam, I deuded t:.o a.l:teJt t:./te t:.ota1..6 in ea.eh on

the le.M.n.i.ng a.Jtea.6 to t:.he 6oUow.i.ng:

A. · ·MotoJi. ·Le.M.rung AJi.e.tu

L HoU6ehold 17 ehildlr.en
2.. Alr;t . 10 ehildlten
3. Vida.C'.Ue · · 16 ehildlten
t:.ota..e. 43 ehildlten a.t c.a.pa.Uty

B. . .S e.ru, olty Lea.Jtn.i.ng .A.i.d6

1• NCLtuJte 21
2. Thellma.l, olna.C'.t:.olty,
.ta6te 9 ehUdlr.en
3. Mu..6ie 13 ehildlten
4 • Vida.etie · 21 c.lu.i.d!ten
t:.ota..e. 64 ehUdlten a.t ea.pa.Uty

C. 1nteUedua..t Lea.Jtn.i.ng Altea.6

1• La.ng ua.g e a.nd
Voc.a.bu.ta.Jty 49 ehUdlten ,
2• Wlt.i.Ung a.nd
AIU:thmeile 62 ehUdlten
tota..e. 111 ehildlten a.t ea.po.c.Uy

*The le.M.n.i.ng a.Jte.a.6 w.i.U be ba.6iea.Uy eompwed on t:.fte noUowbr.g:

Motolt - 2 t:.o 3 yea.~t¢ old

S eM oJr.y - 3 a.nd 4 yea.~t¢ old
1nteUedua..t
.
- 5- and 6 yea~t¢ old

*Th.<A b1tea.k.down to.<..U be ex.pWned nwr..:theJt in the Concept:. poltilon

on Book. 11.
 The Moto~ and Sen6o~y g~oup~ in the · ~ehool witt leage the
6a.c.iti.;ty a.t ] :00 P.M. a.U.owbtg a.ny o6 the Intellec.tu.a1.._ gJtoup :to U6e
thW. 6a.c.i.U;ti~.
 CONCEPT

·"A. ·ChU.dli..e.n. 1 -& · Cori'ti1tui.Uy"

The. "ChU.dlte.n 1 .6 ComrrunLty" ).)., ;the CJr.e..ation o6 a.n e.nv-i.Jl.onme.n;t

a.66o~de.d ;the ehitd ;tha.t he. ma.y be. g~ve.n ;the. ma.ximum oppo~nLty o6
de.ve.top~ng ;to h)/., own po;te.~.

The. Mon:Ce.-6.60~ Le.M~g Ce.n;t~ mM;t be. eoneuve.d a..6 ;the. pf.a.ee.
wh~e ;the eWd ).)., le.6;t 6~e.e ;to de.ve.top ~n a.n ~Mv~dua.l o~ g~oup

e.nv-i.Jtonme.n:t, wWe. p~ov~Mng a. .6moo;th .tJta.M~on 6~om ;the. home. ;to

.the. .6ehool, a.nd 6~na.lly U mM;t ~e.mMn W-i.:thJ..n ;the. 6~e.wo~k o6 :the.
Mon:te.-6.6 o~ p~nuplu •
 VESIGN VEVELOPMENT

To aehieve ~he ~~ed eoneep~ I decided ~o pnov~de eaeh o6

.~he ehildnen with a home :tha,t woutd be ~ ~ do wlih M he w.t.6 hu .

ThM.e Me ~y-~~x ~quaJte 6ea ~n ~ ·~ehooi ~ha;t ~he ~n~v-U:Luai.

ehiid ean Me 6on ~ peMonai. ~~nage o6 ertna eio~hu, aehieveme~

a.t ~ ~ehooi, ~ pia~ and ~eedUng~, ai.ong w.<;th an M~oJL.tmeM o6

bug~, papen on 6~h.

Thue homu wU1.. be ~v~ded by low b~ek. pa/l-tU)_oM and eaeh

.6paee may be oWLthen v~uai.iy ~epMa.ted by ~he Me on ~he ehildnen '~

pia.~, bead ehMM on Ughl ewr..ta).M . A Uan6iu.eeM ma.t~ may

ai.6o be dnaped ovenhead ~o eneio~e ~e ~paee 6nom ~e ~p.

The ~~v~duai. home u.rU;to Me ioeMed ~ eaeh o6 ~e ieMMng

MeM and Me Mnang ed .to pnov~de a eorrmu.ndy ~ paee whieh will be

taltge enough 0on ali .the eiUf.dJr.en ~n ~he Mea IL e., 50 ~n IMeliee-
:tu..a.i language} ai.ong wJ...t.h eq~pnen.t. and ne.t.nea.t. .to ~he J.JoU.t.u.de o6

~ home on he may enga.ge ~n eonveMation wJ...t.h 6~end.6 o6 ~ own

_a.ge gnou.p while wonfUng a;t ~ ehMen .t.Mk..

While ~n.t.enaetion o 0 ali age gnou.p~ ~ evr.;to.1._niy no.t. 6on-

b~dden ~n .the Mon.t.eMoJU m~od, U WM mentioned ~ ~he book.-6, on

t:he mahod, ~ha;t one pnobiem ~n .the ~ehooi WM ~ ~he olden ehil-

dnen wa.n.t.ed .to J.Jhow .the you.ngen eh-Udnen .the way .to do eveny.t.hing.
 The. .f.e.aJtn-tng aJte.M WeJte. bMe.d on Montru.6otti'-6 bel..ie.n .tha.:t c.hil.dJte.n
wen-t th!tough .6e.n.6a.tive. pe.tU..ocl.6 ill thw e.aJr1.y de.vel.opne.nt. I ha.ve.

pl.a.c.e.d the. ..two ye.aJt o.f.d c.hi.e.dJte.n '.6 hamu in the. motoll .f.e.aJtn-i.ng aJte.a.
be.c.a.U6e. on thw ne.e.d noll ma.nua..f. de.vel.opne.nt a.nd dex:t.Vtity. Thue.
..two ye.aJt o.e.cl.6 ma.y ve.nt.Uile. into the. .6a IJe.alt o.f.d Inte.Ue.c.tua..e. .6pa.c.e.

a.nd p.f.a.y w.<..:th the. mu.U<.pUc.a..U.on be.a.d.-6, in a.n.y aJte. a.va.ila.b.e.e.. It ..i.-6
expe.c.te.d that he. wil.e. .6oon gllow tilled o0 .th..i.-6 a.nd lle.t.Uiln to fUi, c.om-

'
mun.Uy, fitU..e.nd.-6, olt home. ha.ving na.ile.d to ma...Lnta...i.n in.t.Vtut in the.
' '

all.Uhmeti..c. be.a.d-6 due. to .ta.c.k. o0 unde.Mta.ncU..ng o0 .thw Me..

The. c.e.ntlla..e. c.ommun.Uy .6pa.c.e. wa-6 c.ho-6e.n to 0unction M a.n
e.a-Un.g aJte.a. dutU..ng .the. .e.unc.h hoUil. At otheJt :Wnu th!toughout the.

da.y the. .6 pa.c.e. wil.e. be. U-6 e.d a..6 a. c.Uy a/tea. WheJte. a.U the. c.hi.e.dJte.n ma.y
btU..ng .thw a.ctiv..i.Uu oil t.Mk.-6 to wollk. in a. molle. .6oc...i.a..e. a.:tmo-6phVte..
Th..i.-6 .6pa.c.e. wil.e. a..f.-6o .6Vtve. M .the. meeting p.f.a.c.e. fioll paJte.nta..e. 6unction.6 .

Fa.c...i.Uty Ve.ve..f.opne.nt - Fol!m

My irU-ti.ai. though-t.J.J on the. nollm ofi .the. fla.c.LU;ty WeJte. .that l i

.6hou.e.d illMt.lla.t.e. fioll the. c.hildlte.n a.U o6 the. va.tU..oU-6 typu o6 ge.o-
met!Uc.a..f. .6ha.pu. Howe.veJt, ~e. 0ineme.nt o6 .th..i.-6 M.6ump.tion bllof.L9ht me.
to the. c.onc.tu.6ion that the. fiollm on .the. b~ng .6hou.e.d be. a. un-t6ie.d
.6ta.teme.nt--a. .6ta.teme.nt ma.de. up ofJ .the. va.tU..oU-6 cU.6.61.mi.11vt paltt.6.
The. .6imp.f.e. p.f.a.y 0 6 the. wc..e.e. a.nd the. .6 qua.lle. WeJte. c.ho.6 e.n to .6 he.UeJt

the c.ormrun.Uy a.nd ..i.ncU..vidua..f. .6pa.c.u, pllovicU..ng the. irU-ti.ai. fuc...i.pUne.

wh..i.c.h wu.e. a.ilow molle. nlle.e.dom on e.xplle.6.6ion wL:th..i.n the. (;a.c.LU;ty.
 ·1n ·the p!togJr..am, 1 geneJLa..U.y loca:ted the 6ac..)L{;ty on land owned
by BJU.t.e and Sh),0t, 1nc. . (.6 ee .6U.e plan J •
1 have c.ho-6en to locate the 6ac..)L{;ty ne.aJr.. the c.Jr..el>t on the
h),U oc.c.upy.ing :the. .6Ue 6oJt.maliy U-6e.d 6oJr.. ci c.ount.Jr..y club. The. club
h.a..l> been clo-6ed 0o1r.. thl!..ee ye.al!..-6 and will be Jr..emove.d 01r..om the. JJU.e..
The. exact loc.at.ion WCL6 c.hMe.n be.c.aU-6e o6 the. Woode.d enclMWte.-6

o66eJr..ed by the. nat.Wtal c.ondU.toYI.-6 and by -the. ge.rtfte. .6lope. to the

c.Jr..e.ek below.
The v.£.6ta o66e~t..e.d 6Jr..om the. .te.Jr..Jr..ac.et> and .inteJr..nal poJt.:t..ioYI.-6 o6
the 6ac.ildy g-ive. a c.Mtle. oiL :tltee.hoU-6 e. a;tmo-6pheJr..e to the. c.hUdJ.ten ' .6
home, ..inc.Jr..e.M.ing the. 6ee.l.tng o6 owne.M h),p. The hol!...izo ntal e.x..te.YI.-6-io n
o6 the wal.e-6 ..in the ·JJc.hool .6eJr..ve .to tie. the budding to the. .6Ue..
 TECHNICAL EVALUATIONS

The goal ~ to p~v~e adequate eooling and heating no~ the

oc.c.uparr.:tA on the nac.,iLUy wli.hou;t having to cU6.twtb the c.Oneept on
ma.fUn.g the nac.,iLUy an open fJheft~ ht wiUeh the ehilclJc.en may go und~

t:o leMn.

To · aeeomp~h t~ eoneept I i~y eho¢e an und~g~ound

Jc.a.cLi.a..nt heating ¢y¢tem. T~ ¢y¢tem ¢eemed quae adequate and ~

upeUaliy good M the ehilclJc.en ,tn the ¢ehool would ¢pend a g~eat

deal on .thrre wo~fUng on the nloo~. Ant~ analy¢~ «n6 made a «n6

deuded not to Me t~ ¢y¢tem bec.t:ru.6e On the length on .thrre ia.ken

.i.n i~ he.a;Ung and the length on ehange ov~.

The above ¢y¢tem Wa.6 abandoned in navo~ on an aU wa;t~

fJy¢tem-:--a tMee pipe ¢y¢tem wah 6an eoil UMU having two ¢upply
p.ipu, one c.aMying hot and the otheJi ehil.ted wat~. Heating and
eoo.t,i.ng Me available at any time. One eomnon ~etMn p..ipe ¢~ve.o
a.Lt nan eoil UMU. The piping will be e~ed und~ the ¢lab and
u.p the eolumM to the nan eoili M indieated on the plan¢. F~e¢h

~ \lerr.:tA Me loeated ,i.n the eUling and ~etMn w ~ aeeompw hed

u..nd~ eaeh nan una and by inn~on.

 CaJ.c.ul.tLt(_o ~

Ce-U..ing A-Ut Fan Coil

* .Ve.6 c.M.p:Uo n SQ1 . .X . HeA.ght . / . Change . .~ .CFM . UnA..U . Vu.& . Reg-WteM

Zone 1 WJU.ting 7200 8' 10 min 5760 ~ .1440 @ 3 ·@ 480

Zone 2 Language 4096 8' 10 mi.n 3276 3 1092 2 @ 546
Zone S Se~Oil.IJ 5625 10' 10 min .5625 4 1406 3 @ 469
Zone 4 MotoJr. (HoU6e) 3200 7' 10 .min 2240 2 11 ~a· 2 @ 560
Zone 5 MotoJr. {AJr.t) 2500 7' 10 min 1750 2 875 2 @ 437
Zone 6 Cen.br.a.f. Ct. 6392 11' 10 min 1031 4 1758 3 @" 586 ea
Zone 7 Admi..IU6tJc.a.ti.on 2592 1.1' 1Onni.n 2860 3 953 z @ 476
Zone 8 Wc.hen 1728 11, 10 mi.n 1900 2 950 2 @ 475
066
Zone. .6a . . .R. R. {2) . .. . . . 432 8~ .10 mi.n . . '· 345 ce.n.:tJr.a..e. ..
..,..an Coil
*See Mec.ha.nic.al. Sheet- Fan Cow to be CMJr.ie.Jr. 40 c..c.. 2' . :. 6" x 2' - O" x 1} - O"
.Supplying 450 . ~ .2050 .CFM • .
 The ~.tltuctll.ll.a1. Sy.6.:tem .<A bai,ic.a.ll..y p0.6.:t a.nd beam wah .:the
~c.~ anea..6 being c.a.ntitev~ed .:to a c.en.:tna.l .c.onnectlon a..6 no.:ted
·on. pla..n6. The !Ugid Jtoon ~y~.:tem tUU employed ov~ .:the Ji.ecta.ng~

ane.a..6 6ec.a.u..6e U a.ll..owed .:th~ .6kyU.:te anea.-6 w oc.c.Wt ov~ anea..6 p!to-
duung .:the Ug h.:t w dank va.JUa.;t(_o n.6 •
Wlih-<.n .:the .6bi.uctWte w~e u..6 ed nlteM.:ta.ncU.ng wa.£1..6 on bJi.ic.k,

g.ta.-6~ a.nd c.onc.Jte.:te. Gen~OU..6 amoUnU on wood w~e u..6ed in .:the a.nea.

bo.:th nolt U.6 na..:twr.a..t .took a.nd .:to p!tovide a. c.oun.:t~pa.Jtt 6oft .:the o.:th~

ma.-t~. Th.w w,(ll a.ll..ow .:the c.hil.d w .teann .:to cU.6tingui.6h ex.:tlt.eme
cUnn~enC.e-6 nltOm nine gJta.da.tion-6 a.rtd .:to c.hu.6i6y .:the Va.Jtying ~en.6aUOn.6

p~ning .:to ~Wt6a.c.e.6 a.nd .:tex:t.wz.e-6.

Mate.Jvi.a.£.6
5 ply built up ~o6 6#1 /SQ'
1" M.gid buul.a.:U.on 7#1 /SQ'
3" .te.c.tum de.c.k. 11 . 5tl /SQ'
Uve. Load 20 t1 /SQ'

Ca.!c.ul.a.:U.o n6
Sub- Be.am6 - wug h:t X aJte.a.
.6pan

Rool- 11.5 x 6' x 18'

l) J8 I
= 69tljFT

L. Load- 20 x 6 ; ~ 18 !
8 = 189#/FT

Be.am6 - wu9 h:t x aJte.a.

.6pan

Sub Be.am6 - 4 X 7.5' X 18' = 18#/FT

30

11.5 X 18' X 30' = 273#/FT

Roo l)l -
30 I

2
L. Load - 20ti/FT X 18' X 30'
= 360#/FT
30 1

591#/FT
1 78
.to Lamina..te. c.h~ 597#/FT = 5 4" X 11 "

M.6ume. de.n6e. .6tltuc.tWta.! .6ou.thvm pine. 72

Mod. on E. = 1.76 x 106P.S . I. L = 84
 c = 1800 PSI actual d = 8"
2
PIA= • 3E/(1/dl c = 64 x 1800 PSI
= 115,200#
1. 76 X 10 6 PSI ~ea 30 x 18 540 n~
2
= .3 X =
105
= 5000 PSI . allowable 115 , 200 #2 = 214 actual
540 6~

To Lami.YULte Cha!r.-t

U6e 5 '4" SQ. Lami.YULte CoL

 Mtj ·c.onc.e.p:t :towa.Jtd :the. ·ac.h.<.e.veme.n:t o-6 pMv-i.d..Utg ·ac.tive. .6.tbrtu.-
.ta:tJ..on. :th!toughou:t :the. pe.M.od -i.n the. Monte..6.6oJU Ce.n:teJL «k:L6 a,Uo(.IJ,[ng
:the. natWLal Li.g kt to pe.netlutte. the. -6 oJrm be.c.omi.:ng a paJt:t o-6 :the.
OJr.c.hlie.c.tWLal .6pac.e..6. The c.hil.dJte.n will go about thw vaJUu.0.6
a.c.tivil-i.e.-6 M -i.6 :tJutve!l..6-i.n.g a 6oJte..6t path bung C.On.6:t:Jln:ti.y .6Umuf..ate.d
by :the. .6u.b.te.e. to dJtamatic. light patteJL~.

It WM wUh th.<..6 c.on.c.e.p:t -i.n. mi.:n.d that I c.hohe. my h:tli..u.c.tcvw.i.

hyh:te.m wh.<.c.h will aU.ow .f!..ght :to pe.netlutte. the. -i.n:te.M.o!t :th!tou.ghou.t
:the. do.y. The. g.ta..6.6 W<Lte. a!te.M will p!tov-i.de. 6o!t :the. pe.netltation on
natWLal Li..g ht and mak.e. :the. -i.n:te.M.o!t h pac.u c.o ntinu.e. ou.:twa.Jui. to 6-i.naU.y
be :te!l.mi.:nate.d by the. natWLal bou.nda.Jt-i.u on :the. .6lie.. (.bee hlie pian)
~e.ative. c.oioJt Li.ght-i.ng ennec.:th wilt be. p!todu.c.e.d by the. i-i.ght
pe.netJtating the_ :tJtan.6fU.C.e.M JtOOn.6 On ;the_ ,i_nd,i_\l)_du.af C.f!il.dJte_n I .6 .6paC.e.6 •
The. c.hil.d!te.n will be. bo:th e.nteltta-i.ne.d and e.du.c.ate.d by the. va.Jt-i.oU/.)
c.oio!Us ~played and plto du.c.e.d w.Uh th.<.h c.omp.e.eme.nta.Jty i-i.g ht-i.ng .6Y.6 tem.
M.;t)_n-i.c.-i.ai Ug ht-i.ng will be. below the. me.c.han-i.c.a.e. tu.Jtn-i.ng

c.hanne.i M -i.ncUc.ate.d on the. cl!r..a.wing.6. PJte..tJc.oUte. 6-i.x.tu.Jte.-6 and

6ioJte..6 c.ent u.ndh will be. M ed to rtJa..-i.n.ta-i.n the. Jte.qu.-i.Jte.d 70 F. C. -i.n
the. 6a~y. Th.<.h a!ttin-i.Ua.e. light wALt be .6u.ppieme.nte.d by the.
-i.nd-i.c.ate.d .6 k.yUte. a.Jte46 •
 BUILVING COVE REQUIREMENTS

I. FIRE ZONE
Re~~denZial F~~e zone - a ~pec~6~c u~e pe~m~t w~ll be obt~ned

to locate tke ~t~uctu~e w~tk~n tke mulZi-6am~ly zoned ~~te.

II. CLASSIFICATION OF OCCUPANCY - Sect~on 300.1-C

Educat~onal Occupancy - Tke occupancy o6 a ~t~uctu~e by
pe~~on~ a~~embled 6o~ tke pu~po~e o6 lea~n~ng.

III.SPECIAL OCCUPANCY REQUIREMENTS- Sect~on 310

Educat~onal Occupancy- Sect~on 311
Educat~onal occupancy 6o~ 100 o~ mo~e occupan~ ~hall not
be located above tke ~econd ~to~y ~n bu~ld~ng~ o6 o~d~na~y

con~t~uct~on, unp~otected noncomb~t~ble con~t~uct~on o~

wood 6~ame con~t~uct~on.

IV. HEIGHT ANV AREA RESTR~CTIONS - Sect~on 401

1.He~gkt and A~ea L~m~t~ o6 Bu~ld~ng~- Tb.401
Heavy T~mbe~ : He~gkt A~ea L~m~t 6o~ any ~to~y

65' one - 12,000 mutt~ - 8,000

2~Mod~6~cat~on~- Sect~on 401.3

A. (2) (b) One ~to~y bu~ld~ng~ o6 keavy t~mbe~ and o~d~na~y

con~t~uct~on, all wood membe~~ a~e o6 app~oved 6~~e

~eta~dent t~eated lumbe~ and ~oo6 a~~emb~e~ l~~ted by a

to be U4ed ~6 ~qua~e 6ootage exceed~ 12,000 ~q.~t.

 nationally ~ecognized te~ting labo~ato~y; the limiting
a~e~ may be inc~ea~ed 50%.

V. STREET ENCROACHMENTS - Section 402

Not applicable.

VI. MEANS OF EGRESS

1. Numbe~ o6 Occupant~ - 601.2
Eve~y ~to~y u~ed in an educational occupancy 6o~ 10 o~

mo~e occupancy ~hall not have le~~ than two ~epa~ate

exit way~.

2. Location - 603
(a) Exit doo~way~ ~hall be ~o located that the maximum
di~tance 6~om any point in a 6loo~ a~ea to an exit doo~way,

mea~u~ed along the line o6 t~avel, doe~ not exceed:

100 6eet 6o~ educational occupancy except that:
(3) whe~e the p~ncipal 6loo~ o6 an ~~embly occupancy
i~ not mo~e than 21 inche~ above o~ below g~ade

at the point o6 p~incipal ent~ance, the above di~tance

to an exit doo~way may be inc~ea~ed to 150 6eet.

3. Inte~io~ Stai~way~ - 604.1
(b) All ~tai~way~ ~hall have ~olid t~ead~ and ~i~e~~

~ecu~ely 6a~tened in place.

(c) T~ead~ and landing~ ~hall be adequately ~uppo~ted 6o~

thei~ enti~e length and width and ~hall have a ~u~6ace

de~igned to limit the dange~ o6 ~lipping the~eon.

4. Wid~h 604.5
(a) The unob~~~u~~ed wid~h o6 a ~~ai~way in a ~equi~ed

exi~ way 6o~ le~~ ~han 45 o~~upan~~ on ea~h ~~o~y i~

~ e~ve~ ~hall no~ be le~~ ~han 36". Hand~a.iu a~~ac.hed

~o walu may p~oje~~ in~o ~he ~equi~ed wid~h o6 a

~~ai~way no~ mo~e ~han 3~ inc.he~ a~ eac.h ~ide.

5. T~ead~ and Ri~e~ - 604.6

(a) In ~c.hool~ ~he p~opo~~on and dimen~ion~ o6 ~he

~~ead~ and ~~e~~ may, in ~he di~~~e~ion . o6 ~he building

o66ic.ial, be adju~~ed ~o ~ui~ ~he age o6 ~he pupil~ 6o~

whi~h ~he ~~hool i~ in~ended. T~ead~ and wid~h~ ~hall,

in one . ~~o~y, be o6 uni6o~m wid~h and heigh~~

6. Landing~ 604.7
(b) The leng~h and wid~h o6 landing~ ~hall no~ be le~~

~han ~he wid~h o6 ~he ~~ai~way~ in whic.h ~hey oc.c.u~.

7. Hand~ail~ - 604.8
(b} The heigh~ o6 hand~ai~ may be adju~~ed in ~he

di~c.~e~ion o6 ~he ~c.hool building o66ic.ial ~o ~ui~

~he age o6 the pupi~.

 VII. HORIZONTAL EXITS - S~ction 605
1.Connecting Floo~ A~ea~- 605.2
The 6loo~ a~ea on eithe~ ~ide o6 a ho~izontal exit ~hall

be ~u66icient to hold occupant~ o6 both 6loo~ a~e~,

allowing not le~~ than 3 6eet o6 clea~ 6loo~ ~pace pe~

~ccupant.

2.G~adient~ - 605.1
Whe~e the~e i~ a di66e~ence in level between the connected
6loo~ a~e~, g~adient~ o6 not mo~e than one 6oot in ten
6eet ~hall be p~ovided. No ~tai~~ o~ ~tep~ ~hall be
u~ed in ho~izontal exit.

VIII. RAMPS - S~ction 608

Ramp~ u~ed ihall have a ~lope not to exceed one 6oot in
ten 6eet and ~hall be p~ovided with non-~lip ~u~6ace~.

IX. HALLWAYS - Section 609

(a) The unob~t~ucted width o6 a hallway o~ pa~~ageway

in a ~equi~ed exit way and accomodating 45 o~ mo~e occupant~

~hall be not le~~ than 36 inche~. The unob~t~ucted

width o6 a hallway o~ pa~~ageway in a ~equi~ed exit way

and a¢comodating le~~ than 45 occupant~ ~hall be not le~~

than 30 inche~.

(b) The clea~ head ~oom o6 a hallway o~ pa~~ageway in

a ~equi~ed exit ~hall not be le~~ than 7 6eet, 6 inche~.
X. DOORWAYS - Section 610

7 • He..i..g ht - 6 10 • 1
.VooJLwa.y.h .heJLv..i..ng a. JLequ...i..JLed e.x...i..t .hha.ll not be le..h.h tha.n
6 6ee.t, 8 ..i..nc.he.h .in a. c.lea.JL he..i..ght.

2 • W...i..dth - 6 10 • 2
The m..i..n..i..mu.m c.lea.JL w..i..dth o6 a. dooJL ope.n..i..ng .heJLv..i..ng .in a.
JLequ...i..JLed ex...i..t wa.y oiL lea.d..i..ng to a. JLequ...i..JLe.d ex...i..t wa.y
hha.ll be. not le.h.h tha.n 28 ..i..nc.he.h.
 LIGHT ANV VENTILATION

XI. ROOMS ANV EXIT WAYS - Se~z~on 501

1.Hab~table Room~ - 501.2

(a) Eve~y hab~table ~oom ~hall be p~ov~ded w~zh natu~al

~ghz and ven~laz~on by one o~ mo~e w~ndow~, · open~ng on

a ~z~eez, alley o~ ~ou~z.

(b) Su~h ~oom~ ~hall be noz · le~~ zhan 7 6eet w~de ~n

any pa~z and ~hall ~onzain noz le~~ than 70 ~qua~e 6eet
o6 g~o~~ 6loo~ a~ea.

2.Room~ 6o~ A~~embly o~~upan~y- 501.3

(d) In ~oom~ o~ ~pa~~ u~ed 6o~ an a~~embly o~~upan~y

zhe l~ghz~ng ~hall be ~u~h du~ng o~~upan~y zh~ the

~ghz ~nzen~~ty az eve~y po~nz zh~~zy ~n~he~ above zhe
6loo~ ~~ not le~~ than 0.5 6oot~andle ex~epz du~~ng a
pe~6o~man~e ~equ~~~ng dimming o~ da~kne~~; p~ov~ded

thaz du~ng zhe ~how~ng o6 moz~on pi~tu~e~ whe~e ~z ~~

the p~a~ti~e 6o~ pat~on~ to p~o~eed to and 6~om ~eat~

at any Zime, ~u~h l~ght inzen~izy ~hall be noz le~~ than

0.05 o6 a 6ooz - ~andlt

3.Ex~t Way~ - 501.12

(a) Stai~way~, publi~ hal~, ~o~~~do~~ and othe~ mean~

o6 eg~e~~, ~equi~ed by ~e~zion~ 602 and 603, ex~ e pt exte~~ o~

~za~~way~ on apa~zment hou~e~, ~hall be ~lluminated at

all point~ to ~nten~~z~e~ o6 not le~~ than 1.0 6oot-~andle
 a~ all time~ ~ha~ ~he bu~ld~ng ~e~ved ~he~eby ~~ occup~ed.

4.A~~~6~c~al L~gh~~ng 6o~ Ex~~ Way~ - 501.13

(a) A~ti-6~c~al ~gh~~ng ~hall be p~ov~ded wheneve~ na~u~al

~ghz~ng ~~ ~nadequaze.

XII. MECHANICAL VENTILATION - Sec~~on 505

Ve~~gn and Equ~pmenz - 505.2

(a) Excepz 6o~ ~e~~dence zype warom a~~ heaz~ng, venz~laz~ng

and a~~ cond~z~on~ng ~y~zem~, mechan~cal venz~lat~on ~y~zem~

~hall have an app~oved mean~ ~~ 6~e~h a~~ intake 6~om

~he ouz~~de. Rec~~culazed a~~ ~hall be ~upplemented by

at le~z 20 % o6 6~~h a~~.

(b) Exhau~z open~ng~ ~hall be located ~o zhat exhau~ted

heat, ga~e~, vapo~~ o~ 6ume~ a~e not a haza~d o~ nu~~ance.

(c) Intake open~ng~ ~hall p~ov~de a~~ 6~om an uncontam~nated

~ou~ce.

(d) F~lte~~ ~hall be p~ov~ded when nece~~a~y to keep the

~nte~~o~ o6 duct~ 6~ee 6~om du~t o~ g~ea~e depo~~t~.

(e) Vent~lat~ng duczh ~hall be con~t~ucted ent~~ely o6

noncombu~t~ble, non - po~oUh mate~~al~ w~th pe~manently

a~~-t~ght jo~nt~ .
XIII. HEAVY TIMBER CONSTRUCTION -Section 706

7.Column~ - 706.7
.(a.) Wooden c.olumn~ ~hall be not le~~ than 8 inc.he~,

nominal in any dimen~ion when ~uppo~ing 6loo~ loa.~ and

not le~~ than 6 inc.he~, nominal, in lea.~t dimen~ion and
not le~~ than 8 inc.hu, nominal, in otheJt dimen~ion

when ~uppo~ting ~oo6 load~ only.

(b) Column~ ~hall be c.ontinuou~ 0~ ~ upeJtimpo~ ed th~oughout

all ~to tie~ on ea.c.h otheJt, by mean~ q6 Jtein6oJtc.ed c.onc.~ete

. oJt metal c.a.p~ with bJta.c.ket~ o~ be c.onnec.ted by p~ope~ly

duigned ~teet o~ iJton cop~, p~ntel~ and ba.~e plate~

o~ by timbe~ ~plic.e bloc~ a.66ixed to the c.alumn~ by

mean~ o6 c.onnecto~ hoU4ed within the c.onta.c.t b~e~, o~

othe~ a.ppJtoved method~.

(c.) Column~ o6 ma.teJtia.~ otheJt than wood ~hall have a.

6i~e Jte~i~ta.nc.e Jta.ting o6 not le~~ than one houJt.
(d) Column~ ~hall not ~e~t on 6looJt timbeJt~; noJt ~hall

they Jte~t on ma.~onJty 6ounda.tion~ unle~~ ~tone, c.~t

i~on o~ ~teet ba.~e~ a.~e u~ed to tJta.n~mit thei~ load~.

2.Floo~ FJta.ming - 706.2

(a.) Beam~ and giJtdeJt~ o6 wood ~hall be not le~~ than 6
inc.he~, nominal, in width and not le~~ than 70 inc.he~,

nominal, in depth.
 (b) A~che~ wh~ch ~p~~ng 6~om gAade o~ ~he 6loo~ ~ne and
~uppo~~ 6loo~ loa~ ~hall be no~ le~~ ~han 8 ~nche~,

nom~nal, ~n any d~men~~on.

(c) F~amed ~~mbe~ t~u~~e~ ~uppo~~~ng 6loo~ load~ ~hall

have membe~ o6 no~ le~~ ~han 8 ~nche~, nom~nal, ~n any

d~men~~on.

3. Roo6 F~am~ng - 706.3

(a) A~che~ 6o~ ~oo6 · con~t~uc~on wh~ch ~p~ng 6~om g~ade

o~ ~he 6loo~ l~ne and do no~ ~uppo~~ 6loo~ load~ ~hall

have membe~~ no~ le~~ than 6 ~nche~, nom~nal, in w~dth

and no~ le~~ ~han 8 ~nche~, no~nal, ~n dep~h 6o~ ~he lowe~

hal6 o6 the he~gh~ and no~ le~~ ~han 6 ~nche~, nom~nal,

~n dep~h 6o~ ~he uppe~ hal6.

4. Floo~~ - 706.4
(a) Floo~ ~hall be w~~hou~ concealed ~pace~ and ~hall

be . con~~~ucted o6 ~p~ned o~ ~ongued and. g~ooved plank

not le~~ ~han 3 ~nche~, nom~nal ~h~ckne~~, cove~ed w~~h

1 ~nch, nom~nal d~men~~on, ~ongued and g~ooved 6loo~~ng,

la~d c~o~~w~~e o~ d~agonally to ~he plank, o~ o6 lam~na~ed

plank~ no~ le~~ than 4 ~nche~, nom~nal w~dth ~e~ on edge

clo~e toge~he~, ~p~ked at ~nte~val~ o6 18 ~nche~ and
cove~ed w~~h 1 ~nch, nom~nal d~men~~on, 6loo~~ng. In
lam~na~ed6loo~~ the plank~ ~hall be · la~d w~th b~oken
 joint4 ~o zh«Z no conZinuou~ line will occu~ «c~o~~ zhe
6loo~. L«min«Zed 6loo~ ~h«ll not be ~piked zo zhe
~uppo~zing gi~de~~. Joint4 o6 zhe pl«nking ~h«ll be
ove~ ~uppo~~ o~ «Z zhe qu«~Ze~ poinz~ wizh no mo~e Zh«n
2/3 o6 zhe joinz~ «Z ~uch qu«~Ze~ poinz~. Joinz~

bezween pl«nk~ ~h«ll be zighz.

6·. Roo ~
0 - 706.5
{«) Roo6~ ~h«ll be ·w izhouz c.oncea.led ~p«ce~ excepz zh«z
building ~e~vice equipmenz m«y be enc.to~ed in « ~oom u~ed

6o~ no ozhe~ pu~po~e «nd cuz o66 6~om zhe b«l«nce o6 zhe
building by con~z~uczion h«ving « 6i~e ~e~~Z«nce ~«Zing

o6 noz l~~ Zh«n 1 hou~.

(b) Roo6 deck~ ~h«ll be:

{7) M«zched o~ ~plined pl«nk~ noz le~~ Zh«n 2
inche~, nomin«l zhickne~~; o~

{2) L«min«Zed pl«nk~ noz le~~ Zh«n 3 inche~ nomin«l

zhickne~~, ~ez on edge clo~e togezhe~ «nd l«id
«~ ~equi~ed 6o~ 6loo~~; o~

(3) App~oved 1 1/8 inch zhick 2-4-1 exze~io~

glue, zongue «nd g~oove plywood wizh «ll end

joinz~ ~Z«gge~ed «nd buzZing on cenze~ o6
be«m~ ~p«ced noz ove~ 4 6eez «p«~t; o~

{4) Othe~ 6o~m~ o6 ~oo6 deck~, i6 o6 noncombu~tible

m«te~i«l.
1. Con~~Aue~ion V~~ai~ - 106.6
(a) Wall pta~~~, box~~ o6 ~~l6-A~l~a~ing ~YP~ oA
appAov~d . hang~A~ ~hall b~ pAovid~d wh~A~ b~am~ oA
giAd~A~ A~~~ on Wal~. Wh~A~ b~am~ OA giAd~A~ ~n~~A

ma~onAy an op~n aiA ~pae~ o6 ~ inch ~halt b~ pAovid~d

a~ ~h~iA ~id~~, ~op and ~nd, unl~~~ ~h~ wood i~

~A~a~~d wi~h an appAov~d pA~~~Ava~v~.

(b) Wh~A~ giAd~A~ and b~am~ m~~~ column~ ~h~y ~hall

b~ 6i~~~d aAound pin~l~~ and Aound column~ oA bu~~~d

up clo~~ ~o A~e~angulaA column~ . Th~ adjoining ~nd~

o6 giAd~~ and b~am~ ~hall b~ eAo~~ ~i~d by pAop~Aty

d~~ign~d A~in6oAe~d eoneA~~~, ~~~~l oA iAon po~~ cap~

OA m~tal ~~Aap~ lag ~eA~W~d OA bol~~d ~0 ~h~iA ~id~~

oA ~hall b~ in~~A~i~d ~o and wi~h ~h~ column~ by

~hAough-bo~~d eoAb~l block~, ~id~ bol~~~A~, ~plie~

block~ and 6ill~A~ ~o ~ha~ ~h~ ~~A~~~~~ aA~ ~Aan~6~AA~d

by m~an~ o6 d~vie~~ oA m~~al eonn~e~oA~ hou~~d wi~hin

~h~ eon~ae~ing 6ae~~ o6 ~h~ m~mb~A~ . Wood bo~·~~A~

in~~A~ying adjoining giAd~A~ oA eonn~e~ing Aoo6

~Au~~~~ wi~h column~ may b~ u~~d wh~n ~uppoA~ing Aoo6
load~ only .
(e) Wh~A~ in~~Am~dia~~ b~am~ aA~ u~~d ~o ~uppo~ a
6looA, ~h~y ~hall A~~~ on ~op o6 ~h~ giAd~~ oA on ~id~

bo~~~A~ OA block~ ~~CUA~ly 6a~~~n~d ~0 ~h~ giAd~A~

by m~an~ o6 bot~~ and m~~al eonn~c~oA~i oA ~h~y may

 be ~uppo4~ed by app4oved ~~ee! o4 ~4on hanga4~

~n~o wh~~h ~he end~ o6 beam~ ~halt be ~lo~ety 6~~~ed.

ln~e~~~~e~ be~ween beam~ 64amed ~oge~he4 ~hat! be

6~!led ~n w~~h a p4e~e4va~~ve ~ompound.

(d) Be«m~, g~4de4~, a4~he~ and ~4~~e~ o6 m~e4~al

o~he4 ~han wood ~hall have a 6~4e 4e~~~~an~e 4a~~ng

o6 no~ le~~ ~han one hou4.

(e) Wooden beam~ and g~4de4~· ~uppo4~ed by walt~ 4equ~4ed

~o have a 6~4e 4e~~~~an~e 4a~~ng o6 2 hoU4~ o4 mo4e

~halt have no~ le~~ ~han 4 ~n~he~ o6 ~o!~d m~on4y

be~ween ~he~4 end~ and ~he ou~~~de 6a~e o6 ~he

watt, and be~ween adja~en~ beam~.

8. Wa!~ - 706.7
(a) A!! ex~e4~o4 and ~n~e~o4 wal~ ~hall be o6
app4oved non~ombu~~~ble ma~e~al. 1n~e4~o4 bea4~ng

wal~ ~hall have a 6~4e 4e~~~~an~e 4a~~ng o6 a~

lea~~ 2 hou~.
FIRE PROTECTION REQUIREMENTS

XIV. FIRE WALLS - Se~zlon 800

800.2
(a} Fl~e wall~ ~hall be o6 nonbombu~zlble m4Ze~lal havlng
a 6l~e ~e~l~zan~e ~azlng o6 noz l~~ zhan 4 hou~, and
have ~u66l~ienz ~z~u~zu~al ~zabl!lzy unde~ 6l~e ~ondlzlon~

zo allow ~ollap~e o6 ~on~z~u~Zlon on ~lzhe~ ~lde wlzhouz

~ollap~e o6 zhe wall.
( b} W4llt~ ~on~z~u~zed on ~ oUd ma~.on~y oil o 6 hollow m4~ on~y

unlz~ o~ o6 lleln6o~~ed ~on~~.eze ~hall be ~on~.i.de~ed 4~

meezlng zhe above ~equ.i.~emenz 6o~ ~tllu~zu~al ~zablUzy

unde~ 6i.~e ~ond.i.z.i.on~ when ~on6o~.lng zo zhl~ ~e~Zlon 800

and, ex~epz 4~ ozhe~r.wl~e ~pe~6l~4lly p~ovlded .i.n zh.i.~

~e~Zlon, a~o ~on6o~m.i.ng zo ~e~z.i.on~ 909 and 913.

(~} F.i.~e wall ~hall ~Z4~Z az zhe 6ound4Z.i.on and exzend
~onZlnuout~ly zh~ough all ~zo4ie~ zo and above zhe lloo6,
ex~epz whe~e zhe ~oo6 .i.~ on 6-i.~e-~e~l~z.i.ve ~on~zllu~z.i.on

and zhe wall .i.~ ~a~~ed up zlghzly aga.i.n~z zhe unde~

~.ide On zhe ~OOn ~lab.

(d) Whe~e t~z~u~zu~al membe~~ p~oje~z .i.nzo hollow m4~on~y

unlz~, zhe hollow ~pa~e ~hall be 6-i.lled w.i.zh non~ombu~z.i.ble ·

mazell.i.al zhe null zh.i.~kne~t~ on zhe wall and 6 .i.n~het~ o~

mo~e above, bezween and betow ~u~h membell~.

XV. i00F~OVER1NG - See~ion 802

Cl~~i6ieaZion - 802.1
(a.) Roo~ eove.JU.ng~ -~ ka.ll be el~~i6ie.d a.~ 6cllow~:

,( 1 J Cla.~~ A Jtoo 6 eo veiLing~ Me ~ko~ e. wkiek a.Jt.e.

.:-e.6 6e~ve a.ga.-i.~~ ~ eve.Jte 6iJte expo~ uJt.e.~ a.nd po~~ e.~~

no -6lying bJt.a.nd ka.za.Jt.d. In a.ddi~ion ~o Jt.oo6 eove.Jt.ing~

-thd a.Jt.t. a.ppll.ovt.-d ~ Cla~~ A ~ - ~ Jte.~uU o6 ·~e.~~~ a.nd

li~~ing by a. na.~ona.lly Jtt.eognize.d ~e.~~ing la.bolt.a.~olt.y,

bJt.iek, eoneJt.e.~e., ~le., ~la.~e. a.nd me.~a.l ~ka.ll be

a.eee.p~e.d ~ Cl~~ A Jtoo6 eove.Jt.ing~i

~2) Clu~ 8 Jt.oo6 eove.JU.ng~ a.Jt.e. ~ko~e. wkiek a.Jt.e.

t.66e.aive. a.~Q.i~~ modt.Jt.a.~e. 6i1t.e. e.xpo~ult.u a.n.d . po~~ -0'>6~
.no -6-l -ying b1t.a.nd ha.z4Jr.d

I-!