Erdkinder

"Men with hands and no head, and men with head and no hands are equally out of place in the modern community...Therefore the work on the land is an introduction both to nature and civilization and gives a limitless field for scientific and historic studies...The rural atmosphere offers students a kind of ‘place apart'-a safe and healthy environment to promote their transition into adulthood" (From Childhood to Adolescence, Maria
Montessori).

The Erdkinder (Outdoor Eduction) idea is one of the most important components of the Montessori Philosophy for adolescents. In addition to exposing the students to nature and the environment it also builds on the practical life skills that they began developing at the earliest levels of their Montessori Education.

The Middle School incorporates this model in the following ways:

• Participating in two week-long visits each year to Nature's Classroom in Mukwonago, Wisconsin. During these land lab experiences students develop a strong sense of community working together on projects and having time to participate in the change in rhythm of living in harmony with nature. Students apply their knowledge of astronomy, geology, biology, ecology, math, and geometry to real-life situations. Projects are done in groups, allowing the students to work with peers from other Montessori middle schools toward a common goal.
• Every other year students take a trip to the Michigan Adventure Centre in Southwest Michigan. While there, the students participate in a variety of outdoor team building activities including rockwall, getting all members of the group over a 13 foot wall, and the completion of a high ropes course that is 40 feet in the air. In preparation for this trip students plan a menu, research cost of groceries, create a budget, and shop and pack for the trip. Once at the campsite, students are responsible for all of their own cooking and cleaning. They sleep in yurts and learn how to build and maintain a campfire. All of the cooking is done over this open flame.
• On other class trips to Washington D.C. and New York City, students develop the skills for navigating through an urban environment. They plan the itinerary for these trips by researching where things are located and how to get to the attractions. Once in these cities students are responsible for taking turns navigating the group on public transportation. In addition, students keep track of their own money and keep a record of how much they are spending to help them learn how to budget.