Emilie Brandt school was born in 1922 in Strasbourg.
no book speaking about Emilie Brandt, but nevertheless it was very
known in the world of the pedagogy.
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.
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.
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.
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.
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.
was a part of the group of creation of the ANEN (National Association
of New Education), the school of which is always a member.
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.
Roustin is at present a resident in an old people's home. Regrettably
for us all, she is affected by a serious illness.
PUPILS : PUPILS
child wants all that he makes and doesn't make all that he wants
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.
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
about the application, with their rhythm of work and assimilation,
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.
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)
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
ASSEMBLY OF CHILDREN
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.
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.
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
SPECIFICITIES OF CHILDREN - ADULTS RELATION
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.
METHODS OF LEARNING
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