The present article focuses particularly on the role and significance of the arts in the process of primary schooling in Tagore's school. He defined education as that which is one with life, and he believed that only education can give us real freedom. It is therefore essential that in the process of education we achieve the all-round development…

Only when we look at education from birth and follow the inner development of the child from the beginning can we truly see the child's psychological progress. Montessori states that personality cannot develop fully without freedom; even the formation of healthy social life requires freedom to associate, not coercion. The early childhood level…

Compares and connects the cosmic awareness emerging in the elementary classroom to adolescent cosmic sensibility embedded in the experience of the Hershey Montessori Farm School. Provides examples of students' poetry to support Montessori's concept of valorization of personality as each individual turns toward maturity. (Author/TJQ)

Discusses Montessori theories for development of social, moral, cognitive, and emotional dimensions of the human personality during the second plane of development--age six to puberty--as these theories relate to the theory of optimal experience. (JPB)

A Clovis, New Mexico, project designed to develop over five years a model English-Spanish bilingual program for limited English proficiency students from nursery school through grade 6 did not fully meet its objectives during the 1979-80 school year, the project's fifth and final year. One hundred forty students enrolled in grades 3-6 in two…

Designed to develop over five years a model bilingual program for nursery school through grade 6, the demonstration program provided early bilingual education intervention to facilitate the simultaneous learning of two languages and thus develop the cognitive, affective, and psychomotor skills of children with limited English speaking ability from…