The Emilie Brandt school was born in 1922 in Strasbourg.

There's no book speaking about Emilie Brandt, but nevertheless it was very known in the world of the pedagogy.

She was born in 1879 in Alsace. German, her studied to the Institute Froebel in Berlin, where she obtained her kindergarten teachers' diploma. Emilie Brandt was a revolutionary woman for her time. She was contemporary of Decroly and Maria Montessori, whom she knew well. She said himself herself montessorienne, but her pedagogy was also inspired by Froebel.

Before 1914, in Thivet's children's home ( High Marne), she creates a nursery school the methods of work of which were described in the book " Mon filleul au jardin d'enfants ". She settles down some times in Paris, but in 1918 she leaves in Strasbourg, where she opens a nursery school and in 1922 a new school (until 1939). She found in 1929 the kindergarten teachers' first school in France. During the war, folded up in Limoges, then Vichy, her continues her work up to her arrest in 1944 for facts of resistance. In 1945, she opens a new school to Neuilly.


Lily Roustin, been born in 1922 in Auvergne, integrated after her high school diploma, kindergarten teachers' school of Emilie Brandt, in Vichy. After various trainings in France, Emilie Brandt asked her to succeed of his school, then to Neuilly. There were then 12 pupils. In 1954, Lily Roustin finds bigger premises and arrives on Levallois. In 1994 the city hall builds us of new premises (the ancient that must be demolished) whose tenants let's be at present.

Lily Roustin, energetic woman, and big teacher went back raised this school and fought so that the pedagogy of the school is recognized by the Department of Education; she obtained in 1960 the first contract of association with the state.

Lily Roustin, montessorienne, shared this love of the children and was constantly, as Emilie Brandt her friend, in search of what she could find to improve the conditions of development of a child. She surrounded itself with a whole team of teachers, parents and created with them, in everyday life, a convenient environment to stimulate the discovery, the experiment, the socialization, the critical direction and to make that every child becomes a separate adult.

She was a part of the group of creation of the ANEN (National Association of New Education), the school of which is always a member.

Lily Roustin, always stayed in touch with Emilie Brandt and took charge of her. Emilie Brandt died on February 1st, 1963 in Nice. Nadine Fleischmann, montessorienne too, is a schoolteacher since 1979 at the school Emilie Brandt. Lily Roustin, who made an important work of constant forming(training) with her team of teachers, asked to Nadine Fleischmann to succeed the management of the school in 1993.

Lily Roustin is at present a resident in an old people's home. Regrettably for us all, she is affected by a serious illness.


A child wants all that he makes and doesn't make all that he wants

At the school Emilie Brandt, he's above all taken into account the personal structure of every child and the stages of his development, inherent to his person.

It's the school which adapts itself to the children and which adapts the child to the life. The school addresses all the children, because it is made for them. They're the main actors." One is in a New school, to the antipodes of the traditionally prefabricated education, such as one finds him for example in these incredible grammar books and usually accepted which, from the first lessons, detail from definition to definition the ultimate elements of the analysis of language such as the categories of names, articles, adjectives. Singular stubbornness, because one knows well that the definitions and the grammatical rules learnt by heart don't prevent the itch of the spelling mistakes, grammatical, " extracted of: " to rebuild the school ", of Battalion, Bank and Walter .Ce delivers date of 1967. It's necessary to give the knowledge, to control it by developing the autonomy of the child. As long as the autonomy isn't developed, one cannot speak about a child who grows, but of a child who gulps down.What is important, it's that it masters the knowledge, masters for the pleasure to know. That is why a child in a given class, if he's no same working rhythm as his companions, will understand at the same moment the knowledge of the aforementioned class. He doesn't have to wait that everybody finished, he can anticipate the others, he can by the paper have a slight delay, but the main part is that on the oral plan, it's exactly the knowledge which are the knowledge of a given class.We don't want to make geniuses, we want to make well-balanced children, who'll go far if they've the mastery of themselves.To allow the children to lead by their own means the various learnings, the teacher gives different children supports:


It's about the application, with their rhythm of work and assimilation, collective lessons.


It's the moment when are approached the fundamental knowledges bound to the programs of the classes, by means of the lessons, but also of the conferences, of the debates, of workshops of practical life, … At the end of route, that is in CM2, the child will be noted and it so that he can begin to adapt himself to the 6th. To guide the child and the boss, both months the evaluations are made from the CE1 (all the quarters for the CP and big section) These evaluations aren't there to judge the children, but on the contrary to help them to resume badly installed learnings.


The group work is made by choice. it concerns the knowledge of the various materials, so that the children learn to work in group, know how to find in library all the elements which are necessary for them to build a common work, to be shared with the others. Every year we work more specifically on a material of awakening, with finalisation of the experiences late in the year (theater, conference, exposure)


Many releases according to tackled issues E Une class-discovery every year according to the chosen subject. The children go to the theater, troops move for the small E narrators, conferences, work on the newspaper. We try to use all the possibilities of a real culture, as well as the means to confront with the current events.


Un fonctionnement original : une micro-société. Le concept de l'éducation nouvelle est fondé sur la mise en place de moyens pour que chaque élève soit en confiance, qu'il puisse s'exprimer et avoir des pouvoirs pour améliorer sa qualité de vie.


An original functioning: a micro-society. The concept of the new education is based on the implementation of means so that every pupil is in confidence, so that he can express himself and have powers to improve his quality of life.


It's the place where elaborate the rules of daily life. The pupils sit circle, with a donor of word, a secretary, a teacher and an agenda there. The essential tool is the exercise book of the council, where are deposited their questions, their propositions or their conflicts during the week. The interventions and the time of word are orchestrated by the donor of word. The pupils so learn to auto-discipline themselves, to express themselves clearly, to lead a debate, to listen to the comments of the others.


The role of the delegate is to represent its class. Regularly, the delegates of the classes meet themselves to approach the problems seen within the class and within the school, to confront their opinions and to propose also solutions, to vote for decisions. A representative of the teachers and one of the not teaching adults of the school are there also present. Contents


The educational team forges the quality of the education on a regular and frequent dialogue, to assure the children an equal and harmonious schooling on every whole cycle. The staff consults beyond their hours, to think about new projects.


The teachers are formed in the experimental method. They're chosen as their motivation concerning the research. They're professors of school. They made trainings in the other new schools in France and abroad.