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Speaker 1: Welcome to steph you missed in history class from how

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Speaker 1: Stuff Works dot com. Hello, and welcome to the podcast.

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Speaker 1: I'm Tracy Vie Wilson and I'm Holly Fry. We have

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Speaker 1: gotten a lot of requests to talk about Maria Montessori,

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Speaker 1: a few hundreds. She's on She's on our listener ideas

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Speaker 1: list multiple times, and the last one just says Robin

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Speaker 1: and about a million other people. Um. I did a

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Speaker 1: Facebook live by myself right before the holidays and gave

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Speaker 1: listeners kind of a rundown of what was coming up.

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Speaker 1: And then I said, and we'll be here. We have

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Speaker 1: no idea what's happening. And somebody said, do Maria Montessori?

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Speaker 1: And I was like, funny, you should say that. That

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Speaker 1: is actually I do know what's happening, and and Maria

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Speaker 1: Montessori is it. So she's a subject who's I mean,

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Speaker 1: she's really close to my heart because I have several

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Speaker 1: very dear friends who work in Montessori schools. But before

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Speaker 1: starting this episode, I knew so little about about her

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Speaker 1: life that I was about fifty years off in terms

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Speaker 1: of when I thought she lived. If you are a

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Speaker 1: certain age, meaning you know hollies in my age are older.

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Speaker 1: Probably you probably associate her with free spirited parents from

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Speaker 1: the sixties and seventies, as from when Montessori became really

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Speaker 1: popular in the United States, but her work goes back

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Speaker 1: way earlier than that, and education also was not her

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Speaker 1: only field. We do have one super quick note, and

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Speaker 1: that's that a lot of the terms that are used

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Speaker 1: to describe children and their development a hundred years ago

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Speaker 1: are not terms we would use today, and in some

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Speaker 1: cases they would be insensitive or even offensive. And this

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Speaker 1: is particularly true because a lot of Maria Montessori's theories

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Speaker 1: as an educator started out with work with children who

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Speaker 1: were developmentally disabled or financially disapey manager both. So this

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Speaker 1: affects everything from titles of her predecessors books, two quotes

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Speaker 1: from her own work, and if you're inspired by this

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Speaker 1: episode to go learn more about her. It also applies

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Speaker 1: two works that were written by people who actually worked

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Speaker 1: with her, um like. One of the most cited biographies

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Speaker 1: of her is Maria Montessori Her Life and Work by

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Speaker 1: im Standing, which was came up for the first time

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Speaker 1: I think in the nineteen fifties and speaks about uh

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Speaker 1: developmental disabilities in a way we don't talk that way today, right,

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Speaker 1: That is cruel. Those are not words that we use,

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Speaker 1: so uh, just a heads up. Maria Montessori was born

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Speaker 1: on August thirty one, eighteen seventy, in chatta Velle, Italy,

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Speaker 1: and that's on the upper calf part of the boot

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Speaker 1: overlooking the coast, and her father A less Ampo, was

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Speaker 1: in civil service and her mother, Reneald was charming, pious

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Speaker 1: and educated and well read. That last part was something

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Speaker 1: that wasn't entirely common among women in Italy at the time.

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Speaker 1: The nation was newly unified and very conservative, with fairly

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Speaker 1: rigid gender roles that kept women mostly in the world

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Speaker 1: of domesticity and motherhood, with few opportunities for advanced education

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Speaker 1: or other work. Maria and Rayneled were very close and

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Speaker 1: from a very early age, Maria was focused on helping

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Speaker 1: people who were less fortunate than she was. As an example,

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Speaker 1: part of her daily chores included doing some knitting of

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Speaker 1: clothing that would be donated to the poor, and this

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Speaker 1: was something she didn't mind doing because she genuinely wanted

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Speaker 1: to help. In her very early childhood, Maria wasn't particularly

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Speaker 1: interested in excelling at school, but that started to change

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Speaker 1: as she got a little bit older. Her parents wanted

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Speaker 1: to find a better education for her than was available

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Speaker 1: in their province. Eventually, Alessandro got a new post that

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Speaker 1: allowed them to move to Rome. In spite of this move,

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Speaker 1: Maria eventually had trouble getting the education that she wanted.

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Speaker 1: Her parents encouraged her to become a teach her that

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Speaker 1: was one of the very few careers that were really

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Speaker 1: open to women, but she insisted that was not what

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Speaker 1: she wanted to do. I mean going so far as

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Speaker 1: to basically say literally any other thing besides teaching. After

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Speaker 1: discovering that she had a knack for math, she set

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Speaker 1: her sights on becoming an engineer, but since schools for

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Speaker 1: young women did not offer the kinds of classes she

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Speaker 1: would need to actually do this, she enrolled in a

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Speaker 1: technical school for boys in three. From there, Maria found

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Speaker 1: a love of science, especially biology, and she decided what

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Speaker 1: she really wanted to do was study medicine. This was

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Speaker 1: even more unheard of for a woman at the time

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Speaker 1: than being an engineer, and enrolling in medical school was

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Speaker 1: an uphill battle, including a personal interview with the head

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Speaker 1: of the board of education, who told her it would

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Speaker 1: be impossible for any woman to study medicine. She persevered though,

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Speaker 1: and ultimately Maria Montessori became the first woman to study

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Speaker 1: medicine in Italy. She also ex held at it and

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Speaker 1: earning multiple scholarships and paying most of her own way

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Speaker 1: by becoming a private tutor. But the challenges to her

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Speaker 1: studying medicine did not end with the struggle just to

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Speaker 1: become enrolled in medical school. There are lots of this

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Speaker 1: part of her story that parallel our prior show on

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Speaker 1: Elizabeth Blackwell, the first American woman to earn an empty

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Speaker 1: The story kind of becomes very similar when it is

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Speaker 1: a woman trying to go through medical school. Uh Montessori

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Speaker 1: faced derision and harassment from her male classmates, and because

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Speaker 1: it was considered improper for her to participate in dissections

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Speaker 1: in a co ed setting, she had to do all

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Speaker 1: of her dissecting work alone in the evenings, surrounded by

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Speaker 1: the other students. Cadavers in a dissection hall illuminated by

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Speaker 1: lamps and candles. Started to wear on her, and eventually

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Speaker 1: she almost gave up, walking out in the middle of

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Speaker 1: her work one night and making up her mind to

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Speaker 1: find a pursuit that would not seem so set against her.

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Speaker 1: But on the way home, she saw a woman begging

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Speaker 1: in a ark, and the woman's child caught Montsouria's attention

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Speaker 1: was playing with a piece of colored paper with this

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Speaker 1: just completely wrapt attention. Something about this scene really struck Montessori,

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Speaker 1: and it gave her renewed determination. But it wasn't as

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Speaker 1: you might assume, to become a teacher. It was to

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Speaker 1: complete her medical education, no matter what obstacles were in

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Speaker 1: her way. When she graduated in eighteen ninety six, she

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Speaker 1: was the first woman in Italy to earn a doctor

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Speaker 1: of medicine. At this point in her life, Montasoria was

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Speaker 1: also an advocate for feminists and social causes. This would

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Speaker 1: continue to be true throughout her life. She was appointed

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Speaker 1: to represent Italy at a feminist congress in Berlin the

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Speaker 1: same year that she graduated for medical school. She also

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Speaker 1: advocated for the rights of working women and against the

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Speaker 1: use of child labor. In eight she went on a

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Speaker 1: lecture tour on the quote new woman. This is a

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Speaker 1: woman who was liberated from Italy's strict gender roles, able

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Speaker 1: to work outside of the home and not find by

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Speaker 1: stereotypes of feminine frailty and inferiority. Although Montessori's conceptualization of

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Speaker 1: new womanhood offered far more freedom for women, it was

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Speaker 1: still strongly connected to motherhood. In her own words quote, Eventually,

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Speaker 1: the woman of the future will have equal rights as

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Speaker 1: well as equal duties. She will have a new self

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Speaker 1: awareness and will find her true strength in an emancipated maternity.

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Speaker 1: Family life as we know it may change, but it

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Speaker 1: is absurd to think that feminism will destroy maternal feelings.

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Speaker 1: The new woman will marry and have children out of choice,

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Speaker 1: not because matrimony and maternity are imposed on her, And

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Speaker 1: she will exercise control over the health and well being

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Speaker 1: of the next generation and inaugurate a reign of peace.

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Speaker 1: Because when she can speak knowledgeably in the name of

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Speaker 1: her children and in behalf of her own rights, man

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Speaker 1: will have to listen to her and her medical practice.

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Speaker 1: At this point, Montessori was focused on psychiatry, becoming an

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Speaker 1: assistant doctor and the psychiatric clinic at the University of Rome.

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Speaker 1: Part of her rounds included visiting Italy's asylums in part

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Speaker 1: to identify patients who could be helped at the clinic.

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Speaker 1: A lot of the people that she identified were children. Specifically,

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Speaker 1: they were children with a range of physical and intellectual

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Speaker 1: disabilities who, at this point in history were often sent

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Speaker 1: to asylums for mentally ill adults, where they got little

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Speaker 1: to nothing in the way of education or treatment. I

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Speaker 1: mean it was basically a dumping ground for any child

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Speaker 1: who was deemed to be not quote normal in the

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Speaker 1: time words of the time. And it was in working

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Speaker 1: with these children that Montessori started to form a theory

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Speaker 1: of education connected to sensory stimulation and manipulating things with

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Speaker 1: your fingers. It started one day when she found a

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Speaker 1: room full of children supervised by a matron who reported

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Speaker 1: that after their meals, they would get on the floor

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Speaker 1: to search for crumbs. The matron was disgusted by this

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Speaker 1: behavior and thought it was tied to being greedy for food,

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Speaker 1: but to sorry, seeing that the room had absolutely nothing

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Speaker 1: in it that could stimulate a child's hands and mind,

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Speaker 1: instead interpreted it as a desperate search for something tactile

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Speaker 1: to hold and manipulate. Through observing these children, Montessori began

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Speaker 1: to see developmental disabilities, particularly with the ones that related

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Speaker 1: to learning and intelligence, as a need for different methods

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Speaker 1: of teaching, not as a medical problem or an untreatable

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Speaker 1: lack of intellect, and from there she started to piece

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Speaker 1: together a system of education, and we're going to talk

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Speaker 1: about that more after a brief sponsor break. As she

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Speaker 1: started to consider an approach to educating children with disabilities,

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Speaker 1: Maria Montessori began studying the special education theories of two doctors,

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Speaker 1: Jean Marc gaspar Atar and Edward Sagan, And although a

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Speaker 1: Tar's work had included some truly questionable attempts to cure deafness,

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Speaker 1: his method for educating deaf children had been groundbreaking in France.

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Speaker 1: He was also the person who wrote about the feral

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Speaker 1: child who became known as the wild Boy of Avon,

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Speaker 1: and Attard was also a proponent of the idea that

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Speaker 1: children moved through specific developmental stages and that their education

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Speaker 1: is most effective when it's appropriate to each of those stages. Saga,

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Speaker 1: who was born in France and later moved to the

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Speaker 1: United States, had written a book called quote Idiocy and

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Speaker 1: Its Treatment by the Physiological Method, which theorized that developmental

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Speaker 1: disabilities stemmed from issues with the central nervous system and

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Speaker 1: consequently could be treated with exercises and sensory activities. Montessori

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Speaker 1: found that her theories were compatible with guitars and sigas.

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Speaker 1: For example, she thought that children passed through quote sensitive

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Speaker 1: periods in which they were particularly receptive to learning certain

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Speaker 1: new skills and concepts, and she thought that sensory experiences

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Speaker 1: were critical to learning. In she delivered an address at

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Speaker 1: a pedagogical congress in which she stressed that children with

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Speaker 1: developmental disabilities quote We're not extra social beings, but were

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Speaker 1: entitled to the benefits of education as much as, if

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Speaker 1: not more than normal ones. She started to promote something

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Speaker 1: that was at the time completely revolutionary in Italy, special

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Speaker 1: education classrooms where children with disabilities could receive an individualized

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Speaker 1: education that was appropriate to their individual needs. So, as

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Speaker 1: we've talked about in previous shows on special education and

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Speaker 1: its history, today, the goal is typically to educate children

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Speaker 1: with disabilities in the same classroom with their non disabled peers,

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Speaker 1: in the least restrictive environment that can still meet their needs. So,

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Speaker 1: even though she was advocating for basically segregated schooling for

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Speaker 1: children with disabilities at this time, the idea of educating

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Speaker 1: them at all was a huge step forward in Italy. Yeah,

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Speaker 1: the difference between that and sending them to a mental asylum.

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Speaker 1: We're grown ups. Yeah uh soon. Guido Bocelli, the Minister

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Speaker 1: of Education, invited Montessori to come to Rome and deliver

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Speaker 1: a series of lectures on special education, and she did.

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Speaker 1: In eight nine, she was appointed co director of a

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Speaker 1: state school for children with intellectual and developmental disabilities. Over

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Speaker 1: the next two years, she worked tirelessly, both at the

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Speaker 1: school and by traveling to London and Paris to study

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Speaker 1: other theories of special education. She rigorously observed her students,

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Speaker 1: evaluated what worked and what didn't, and then would refine

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Speaker 1: her approach accordingly. And as she built on her knowledge

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Speaker 1: and her methods, her students performed exceptionally well. Several learned

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Speaker 1: to read and write well enough that they were able

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Speaker 1: to sit for the same exams that were required of

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Speaker 1: other school children. And as she was doing all of this,

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Speaker 1: she was also doing a lot of other work, including

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Speaker 1: having a medical private practice and being the chair of

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Speaker 1: hygiene at one of Italy's two women's colleges, which she

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Speaker 1: held from eight to nineteen o six. This earned her

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Speaker 1: a lot of praise, but Montessori found that it raised

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Speaker 1: a lot of questions within her own mind. If her

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Speaker 1: methods allowed her special education students to perform as well

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Speaker 1: as their peers in regular classrooms, what did that say

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Speaker 1: about the methods that were being used in those classrooms.

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Speaker 1: Should non disabled students have been performing even better than

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Speaker 1: they were so? In nineteen o one, Montessori left the

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Speaker 1: special education school in Rome, and at this point she

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Speaker 1: had had a son, Mario, with the school's other co director, Dr.

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Speaker 1: Giseppa monte Sano. The date of Mario's birth is kind

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Speaker 1: of unclear. It's often reported as March thirty one. Monte

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Speaker 1: Sano's family was against the idea of his marrying Montessori,

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Speaker 1: and although monte Sano did legally recognize Mario as his child,

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Speaker 1: he also insisted that the baby we kept secret. Mario

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Speaker 1: was sent to live with a wet nurse and then

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Speaker 1: to a boarding school. There's not a lot written um

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Speaker 1: about Maria Montessori's role in this decision, but based on

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Speaker 1: her really sticking to what she wanted and thought was

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Speaker 1: best um and other parts of her life that we'll

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Speaker 1: talk about later, it seems as though she would not

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Speaker 1: have been like bullied into sending her child away like this.

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Speaker 1: This seems like it was a decision that like she

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Speaker 1: also probably didn't want to marry him and thought that

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Speaker 1: it would be best for another family to look after Mario. So,

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Speaker 1: with her son being cared for in the country in secret,

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Speaker 1: Montessori returned to school herself. She enrolled again at the

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Speaker 1: University of Rome with the goal of furthering her education

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Speaker 1: so she could create an education program suitable for all children.

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Speaker 1: She studied pedagogy, psychiatry, anthropology, and educational history and philosophy.

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Speaker 1: She became a professor at the University of Rome in

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Speaker 1: nineteen four and eventually became its chair of Anthropology. During

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Speaker 1: those same years, the world of education was also change

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Speaker 1: jing during Montessori's childhood and early career. Many schools in

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Speaker 1: Europe and the United States were just dominated with memorization,

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Speaker 1: recitation and repetitions might have had something to do with

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Speaker 1: why Montessori was not particularly into doing well at it

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Speaker 1: in her early childhood years, but educators like Friedrich Froebel,

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Speaker 1: the German reformer who coined the term kindergarten, had started

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Speaker 1: to shift that model. More and more educators were starting

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Speaker 1: to talk about making schools into more homelike, inviting places

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Speaker 1: that engage children through their senses, rather than just drilling

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Speaker 1: them and recitals and repetition and learning things by route

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Speaker 1: to spit them back out again. And of course this

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Speaker 1: is a very simplified overview of education. At the time,

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Speaker 1: there were a lot of schools of thought that we're

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Speaker 1: going on about how children should be educated, particularly in

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Speaker 1: early childhood during the late nineteenth and early twentieth centuries.

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Speaker 1: But from Montessori's point of view, Frobel and other farmers

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Speaker 1: had taken and we're taking an approach that was too

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Speaker 1: intuitive and romanticized. She favored an approach that she saw

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Speaker 1: as more scientific, incorporating exact measurements of children's bodies that

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Speaker 1: would be kept as part of their record making clinical observations,

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Speaker 1: collecting and interpreting data about what was working and what wasn't.

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Speaker 1: In nineteen o four, she had returned to lecturing on pedagogy,

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Speaker 1: and she advocated approaching pedagogy through science to gather data

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Speaker 1: and pinpoint successful strategies for education. Eventually, Montessori wound up

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Speaker 1: with a theory of education that drew from all kinds

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Speaker 1: of disciplines, including medicine, psychology, and physiological and cultural anthropology.

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Speaker 1: This was an approach that was holistic and multidisciplinary, aimed

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Speaker 1: at creating an educational setting that would nurture and inspire

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Speaker 1: the creativity and desire to learn that she believed to

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Speaker 1: be present in all children. UH. The idea of physiological

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Speaker 1: anthropology comes up from time to time in the context

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Speaker 1: of the eugenics movement because it's about like human physiology

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Speaker 1: and how it relates to anthropology. UH. It does not

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Speaker 1: appear that Maria Montessori ever had anything to do with

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Speaker 1: that movement, and in fact, a lot of the things

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Speaker 1: that she advocated were directly contradictory to eugenics. But unfortunately,

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Speaker 1: because she had that physiological anthropology focused to some of

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Speaker 1: what she did, there were people in the eugenics movement

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Speaker 1: who like then picked up her theories and tried to

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Speaker 1: advocate them as a like a eugenics UH tool. She

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Speaker 1: actually put all of this theory into practice for the

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Speaker 1: first time. In nineteen o seven, a charitable society that

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Speaker 1: was purchasing and refurbishing tenement properties impoverished areas of Rome

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Speaker 1: had approached her about starting a daycare in the neighborhood.

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Speaker 1: Most of the parents who were living there worked and

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Speaker 1: children not yet old enough to be in school during

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Speaker 1: the day. We're being left alone own, sometimes with basically

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Speaker 1: no supervision, because their parents just did not have the

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Speaker 1: means to care for them while they were at work.

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Speaker 1: The result was the Casa day Bambini a k. The

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Speaker 1: Children's House, which opened in San Lorenzo Quarter on January

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Speaker 1: six of nine seven, in one of the tenement buildings

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Speaker 1: where the children actually lived. About sixty children were enrolled,

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Speaker 1: and they were all under the age of seven. Montessori

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Speaker 1: saw this as an opportunity not only to implement her

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Speaker 1: teaching methods, but also to make a charitable effort to

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Speaker 1: try to lift the residence of San Lorenzo Quarter out

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Speaker 1: of poverty through educating their children and making it easier

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Speaker 1: for their parents to comfortably go to work every day.

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Speaker 1: Although her students were all from low income families, she

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Speaker 1: also foresaw a time when women of all social strata

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Speaker 1: would want to enter the workforce, making the Casa da

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Speaker 1: Bambini a model for daycare and early childhood education among

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Speaker 1: working families across the economic spectrum. In terms of the

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Speaker 1: school itself, it was sized for children's needs, with tables, chairs, cabinets,

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Speaker 1: washbasins and the like all being sized down to their scale.

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Speaker 1: She encouraged parents involvement in their children's education with periodic

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Speaker 1: conversations akin to today's parent teacher conferences. The children had

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Speaker 1: a lot of freedom to learn and explore, but there

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Speaker 1: was also a lot of structure. Montessori reframed the role

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Speaker 1: of teacher as directress today, often called a guide who

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Speaker 1: helped children educate themselves in life skills, motor and sensory skills,

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Speaker 1: and the typical reading, writing, and arithmetic. One of the

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Speaker 1: most recognizable hallmarks of Montessori's educational methods was the materials

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Speaker 1: that she implemented for helping children learn to build the

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Speaker 1: build these skills, for example, a set of cylinders of

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Speaker 1: different sizes that fit into similarly sized holes in a

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Speaker 1: wooden block. Her materials used colors, textures, sizes, smells, and

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Speaker 1: sounds so that children could learn to distinguish between all

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Speaker 1: of these and to recognize patterns. Rather than systematically teaching

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Speaker 1: children to read and write, she supplied them with things

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Speaker 1: like color coded cardboard letters and numbers, and counting rods

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Speaker 1: of different links, which could be palpated and manipulated. As

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Speaker 1: children became cognitively ready to read and count. The directress

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Speaker 1: did work with children as they use these materials, for examples,

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Speaker 1: sounding out each letter as children held and felt the

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Speaker 1: cardboard version, but it was more about readying a child's

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Speaker 1: mind for reading, writing, and arithmetic, and allowing children to

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Speaker 1: teach themselves to do it rather than sitting them down

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Speaker 1: and instructing them. Basically, in Montessori's method, children were self educating.

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Speaker 1: The directress was simply guiding them and self directing, self

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Speaker 1: correcting activities that made it possible for them to learn

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Speaker 1: on their own. The directress was to tailor her guidance

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Speaker 1: according to the to the developmental needs and the readiness

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Speaker 1: of each child and to their sensitive periods. And the

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Speaker 1: students also learned about life skills and the natural world

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Speaker 1: through the is like helping to prepare prepare meals and

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Speaker 1: planting and tending a school garden. Kaza da Bambini was

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Speaker 1: hailed as a huge success, and soon Montessori was working

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Speaker 1: to put her educational theories into wider practice. We're going

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Speaker 1: to talk about that more after we once again paused

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Speaker 1: for a break from one of our sponsors. As we

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Speaker 1: said before the break, Maria Montessori's first school, Casa de

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Speaker 1: Bambini opened in nineteen o seven. Soon she had established

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Speaker 1: several other schools in Rome, both in the San Lorenzo

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Speaker 1: quarter and in other more affluent parts of the city.

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Speaker 1: By her reputation was really growing in Italy, and she

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Speaker 1: had started a school to train other directresses. She had

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Speaker 1: created a curriculum that was starting to be shared around

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Speaker 1: the world. She left her position at the original Casa

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Speaker 1: de Bambini in nineteen eleven with the goal of bringing

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Speaker 1: her methods to more classrooms. Worried that her methods would

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Speaker 1: be distorted or implemented in an ineffectual or damaging way,

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Speaker 1: she did as much as she could to disseminate information

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Speaker 1: herself and educate people on her methods. Personally, she wanted

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Speaker 1: Montessori's directresses to follow her methods absolutely. Yes. She really

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Speaker 1: did not want teachers to be like, you know, I'm

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Speaker 1: just going to take the Montessori method, but I'm only

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Speaker 1: going to take these blocks and numbers and and those

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Speaker 1: sorts of things, and I'm going to do my own thing.

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Speaker 1: She she wanted people to follow exactly what she uh,

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Speaker 1: what she was advocating, and what she was writing down.

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Speaker 1: She did not think it was gonna be effective otherwise.

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Speaker 1: Maria Montessori used her medical and academic background to publish

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Speaker 1: papers on the method in journals. She wrote what would

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Speaker 1: become known as the Montessori Method in nineteen ten, and

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Speaker 1: it began to be translated and published in other nations.

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Speaker 1: It's first publication in the United States was in nineteen twelve.

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Speaker 1: She published Doctor Montessori's own Handbook in nineteen fourteen, and

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Speaker 1: a twovolume work called Advanced Montessori Method in nineteen eighteen

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Speaker 1: and nineteen nine. Montessori was also Catholic, and over the

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Speaker 1: course of her life wrote several books that were more

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Speaker 1: religious in nature for children, such as quote the Mass

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Speaker 1: Explained to Children. When I was a kid, I had

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Speaker 1: a copy of that. Really, yeah, that was like an old,

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Speaker 1: clunky like I don't know where it came from. I

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Speaker 1: think it probably came from my grandmother's house at some

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Speaker 1: point in time. But yeah, I had a copy of it.

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Speaker 1: I don't know where it ended up. And I remember

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Speaker 1: being like, oh, like it was actually quite helpful to

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Speaker 1: explain all the sitting and standing and like what you know.

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Speaker 1: She also traveled extensively in order to lecture on her

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Speaker 1: methods and trained teachers directly. She visited the US in

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Speaker 1: nineteen thirteen. Jane Adams, who was subject of a past

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Speaker 1: two part He Here on the podcast, introduced her at

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Speaker 1: one of her appearances in Chicago. That same year, Mabel

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Speaker 1: and Alexander Graham Bell founded the Montessori Educational Association in Washington,

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Speaker 1: d C. President Woodrow Wilson's daughter Margaret, was on the

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Speaker 1: board of directors. In nineteen fifteen, the Panama Pacific International

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Speaker 1: Exhibition in San Francisco featured a glasshouse demonstration school room

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Speaker 1: for Montessori's methods. Her work and advocacy for her methods

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00:24:16,080 --> 00:24:18,720
Speaker 1: continued on from there. She did research in Spain in

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Speaker 1: nineteen seventeen and started training directress as in London in

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Speaker 1: nineteen nineteen. Basically, Montessori was becoming an international movement, with

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Speaker 1: she herself training people and traveling extensively to promote it

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Speaker 1: and try to try to directly teach the people who

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Speaker 1: were going to work as directresses in Montessori classrooms. It

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Speaker 1: was also within these nineteen teens years that she was

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Speaker 1: reunited with her son, Mario, when he was about fifteen

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Speaker 1: years old. Mario was reportedly presented first as Montessori's nephew

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Speaker 1: and then later as her adopted son, and although he

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00:24:55,320 --> 00:24:57,919
Speaker 1: did not really know his mother until his teens, he

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Speaker 1: became incredibly devoted to her, and he eventually became her successor.

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Speaker 1: It cracks me up, like there was more than one

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Speaker 1: source who said that Mario at first was like, oh,

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Speaker 1: this is my nephew. But I also I couldn't find

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Speaker 1: confirmation that she had any siblings. So that tickles me

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Speaker 1: a little bit unless it's one of those, uh, you

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Speaker 1: know things where like close friends kind of become like

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Speaker 1: family and people were referred to their children as their

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Speaker 1: nephews and nieces. But even so, yeah, so. In ninety two,

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Speaker 1: Benito Mussolini, who had established the Fascist Party in nineteen nineteen,

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Speaker 1: became Italy's Prime minister. Mussolini's secretary of education, Giovanni Gentile,

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Speaker 1: approved of Montessori's methods. The first meeting among Mussolini and

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Speaker 1: Montessori took place in nineteen twenty four. Mussolini wanted Montessori's

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Speaker 1: name and reputation to help spread his fascist ideology and

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Speaker 1: for her educational work to lift Italy's reputation. For her part,

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00:26:02,560 --> 00:26:06,160
Speaker 1: Montessori wanted the Italian government's backing to help spread her

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Speaker 1: educational philosophies. By nine she had been made an honorary

429
00:26:10,720 --> 00:26:13,880
Speaker 1: member of the Fascist Party, and soon the Italian government

430
00:26:13,920 --> 00:26:19,720
Speaker 1: was supporting multiple Montessori schools and training programs. However, Montessori

431
00:26:19,840 --> 00:26:22,639
Speaker 1: was still dedicated to the idea of keeping control of

432
00:26:22,640 --> 00:26:26,800
Speaker 1: her educational philosophies and of educating all children, not just

433
00:26:26,960 --> 00:26:31,120
Speaker 1: Italian children. She accepted the government's support in spreading her

434
00:26:31,119 --> 00:26:34,000
Speaker 1: work as an educator, but she refused to have it

435
00:26:34,080 --> 00:26:38,680
Speaker 1: aligned with Italy's fascist politics. In nine she and her

436
00:26:38,680 --> 00:26:43,800
Speaker 1: son Mario established the Association Montsori Internacional, meant to unite

437
00:26:43,840 --> 00:26:48,480
Speaker 1: the world's various Montessori programs and organizations. Montessori was named

438
00:26:48,520 --> 00:26:52,440
Speaker 1: its lifetime president, with Mario working with her extensively, and

439
00:26:52,520 --> 00:26:56,480
Speaker 1: this organization was headquartered in Berlin. The fact that it

440
00:26:56,520 --> 00:26:59,600
Speaker 1: was in Berlin did not fit well with Mussolini, whose

441
00:26:59,600 --> 00:27:03,600
Speaker 1: regime had become progressively more and more totalitarian at this point,

442
00:27:03,720 --> 00:27:06,560
Speaker 1: and whose motto was quote everything in the state, nothing

443
00:27:06,560 --> 00:27:10,560
Speaker 1: outside the state, nothing against the state. Montessori, on the

444
00:27:10,600 --> 00:27:13,200
Speaker 1: other hand, wanted to be an educator, as we said before,

445
00:27:13,320 --> 00:27:17,040
Speaker 1: for all children. This was regardless of the children's race, ethnicity,

446
00:27:17,119 --> 00:27:21,280
Speaker 1: or nationality. She refused to give this up and was

447
00:27:21,359 --> 00:27:24,840
Speaker 1: increasingly vocal in her opposition to the government's fascist and

448
00:27:24,880 --> 00:27:30,240
Speaker 1: totalitarian ideals. When the government tried to name Montessori Italy's

449
00:27:30,280 --> 00:27:34,520
Speaker 1: children's Ambassador in nineteen thirty four, she refused unless the

450
00:27:34,560 --> 00:27:38,119
Speaker 1: Italian government recognized her total control over the a m I.

451
00:27:38,880 --> 00:27:42,840
Speaker 1: The government shut down several state sponsored Montessori programs, and

452
00:27:42,920 --> 00:27:47,520
Speaker 1: Montessori left Italy in exile. In ninety six, Maria and

453
00:27:47,600 --> 00:27:50,520
Speaker 1: Mario moved to the a m i's headquarters to Amsterdam,

454
00:27:50,560 --> 00:27:54,080
Speaker 1: where she continued to try to build a truly international

455
00:27:54,119 --> 00:27:57,480
Speaker 1: system of education in which children from Europe, Asia and

456
00:27:57,520 --> 00:28:00,359
Speaker 1: North America could all be guided to teach them elves

457
00:28:00,600 --> 00:28:03,919
Speaker 1: using the same methods and her words quote, there is

458
00:28:03,960 --> 00:28:07,720
Speaker 1: no sense in talking about differences of procedure for Indian babies,

459
00:28:07,800 --> 00:28:11,520
Speaker 1: Chinese babies, or European babies, nor for those belonging to

460
00:28:11,560 --> 00:28:14,919
Speaker 1: different social classes. We can speak of one method, that

461
00:28:15,000 --> 00:28:18,919
Speaker 1: which follows the natural unfolding of man. All babies have

462
00:28:19,000 --> 00:28:22,720
Speaker 1: the same psychological needs and follow the same sequence of events,

463
00:28:22,880 --> 00:28:26,160
Speaker 1: and attaining to human stature, every one of us has

464
00:28:26,200 --> 00:28:30,480
Speaker 1: to pass through the same phases of growth. Montessori continued

465
00:28:30,520 --> 00:28:33,280
Speaker 1: to travel in support of her work, and sometimes that

466
00:28:33,320 --> 00:28:36,399
Speaker 1: travel was actually quite perilous. She was in Spain when

467
00:28:36,440 --> 00:28:39,120
Speaker 1: the Spanish Civil War broke out in nineteen thirty six.

468
00:28:39,720 --> 00:28:43,160
Speaker 1: She was training Montessori educators in India in nineteen thirty

469
00:28:43,240 --> 00:28:46,080
Speaker 1: nine when Italy entered World War Two, and as she

470
00:28:46,160 --> 00:28:49,400
Speaker 1: was an Italian national in British territory, she was for

471
00:28:49,480 --> 00:28:54,600
Speaker 1: a time confined to her training school along with her son. Eventually, though,

472
00:28:54,640 --> 00:28:57,240
Speaker 1: she was allowed freedom of movement, and while in India

473
00:28:57,360 --> 00:29:00,240
Speaker 1: she worked with Gandhi to develop a curriculum for Ease.

474
00:29:01,240 --> 00:29:03,960
Speaker 1: After the end of World War Two, the Montessori's returned

475
00:29:04,000 --> 00:29:08,120
Speaker 1: to Amsterdam. In nineteen forty seven, the Italian government invited

476
00:29:08,120 --> 00:29:11,120
Speaker 1: her back into the country to reopen the Montessori the

477
00:29:11,120 --> 00:29:15,840
Speaker 1: Montessori schools and training programs that had previously closed. Maria

478
00:29:15,920 --> 00:29:18,520
Speaker 1: continued to work and teach until the very end of

479
00:29:18,520 --> 00:29:21,600
Speaker 1: her life. In nineteen forty eight, she returned to India

480
00:29:21,880 --> 00:29:24,240
Speaker 1: and in nineteen forty nine she made her first trip

481
00:29:24,280 --> 00:29:28,360
Speaker 1: to Pakistan. She toured Norway and Sweden in nineteen fifty

482
00:29:28,560 --> 00:29:30,880
Speaker 1: and in nineteen fifty one she went to London for

483
00:29:30,920 --> 00:29:34,840
Speaker 1: the eighth International Montessori Congress. She was nominated for the

484
00:29:34,840 --> 00:29:38,040
Speaker 1: Nobel Peace Prize six times before her death in a

485
00:29:38,120 --> 00:29:41,240
Speaker 1: friend's garden on May six of nineteen fifty two in

486
00:29:41,280 --> 00:29:45,040
Speaker 1: the Netherlands. She was eighty one at the time. Montessori's

487
00:29:45,120 --> 00:29:48,600
Speaker 1: teaching methods have continued to be really influential. There are

488
00:29:48,640 --> 00:29:52,680
Speaker 1: at least seven thousand Montessori schools around the world today,

489
00:29:52,840 --> 00:29:56,120
Speaker 1: although since in spite of her efforts to retain control

490
00:29:56,200 --> 00:29:59,120
Speaker 1: over training and certifications, in a lot of places the

491
00:29:59,200 --> 00:30:02,040
Speaker 1: name Montessori it is not actually trademarked, so the number

492
00:30:02,080 --> 00:30:06,440
Speaker 1: of schools calling themselves Montessori is actually a lot larger

493
00:30:06,480 --> 00:30:11,400
Speaker 1: than those approximately seven thousands certified schools, As we noted

494
00:30:11,440 --> 00:30:13,320
Speaker 1: at the top of the show. For some folks in

495
00:30:13,360 --> 00:30:16,680
Speaker 1: the United States, Montessori school has this connection with the

496
00:30:16,680 --> 00:30:20,280
Speaker 1: free spirited parents of the nineteen sixties and seventies, not

497
00:30:20,520 --> 00:30:23,200
Speaker 1: with the turn of the twentieth century. And this is

498
00:30:23,240 --> 00:30:26,440
Speaker 1: because while the Montessori method was growing in popularity in

499
00:30:26,560 --> 00:30:29,200
Speaker 1: much of Europe and parts of Asia, in the United

500
00:30:29,200 --> 00:30:31,200
Speaker 1: States had actually felt out of fashion for a while

501
00:30:31,320 --> 00:30:35,080
Speaker 1: after its initial introduction in the early nineteen teens. Between

502
00:30:35,120 --> 00:30:38,840
Speaker 1: nineteen ten and nineteen fourteen, Montessori education gained a lot

503
00:30:38,920 --> 00:30:41,719
Speaker 1: of attention really quickly in the United States due to

504
00:30:41,760 --> 00:30:45,400
Speaker 1: its apparent success in classrooms and because people were drawn

505
00:30:45,440 --> 00:30:48,920
Speaker 1: some Montessori herself as a person and as an educator,

506
00:30:48,960 --> 00:30:52,480
Speaker 1: she was very charismatic and energetic and how she talked

507
00:30:52,480 --> 00:30:56,160
Speaker 1: to people. Her method had also come from Europe, giving

508
00:30:56,200 --> 00:31:01,720
Speaker 1: it a layer of prestige, and many American minds it's European. Yeah,

509
00:31:02,720 --> 00:31:06,160
Speaker 1: I don't feel like that has quite the same uh

510
00:31:06,280 --> 00:31:12,200
Speaker 1: connotation today in A lot of this attention, though, was

511
00:31:12,280 --> 00:31:15,600
Speaker 1: from the general public, parents who had heard about Montessori's

512
00:31:15,640 --> 00:31:19,560
Speaker 1: successes with disadvantaged children in Italy who had learned to

513
00:31:19,600 --> 00:31:23,600
Speaker 1: read by age four and seemed exceptionally happy in the classroom.

514
00:31:23,720 --> 00:31:26,880
Speaker 1: Some of this attention came from articles in magazines, Notably

515
00:31:27,000 --> 00:31:31,000
Speaker 1: McClure's publisher and editor, Samuel S. McClure, was a huge

516
00:31:31,000 --> 00:31:34,160
Speaker 1: proponent of the method, although his business relationship with her

517
00:31:34,560 --> 00:31:39,560
Speaker 1: to that end was kind of fraught and it eventually unraveled. Doctors, scientists,

518
00:31:39,560 --> 00:31:42,720
Speaker 1: and other experts from outside the field of education also

519
00:31:42,760 --> 00:31:47,160
Speaker 1: wrote about it quite favorably. A portion of American educators, though,

520
00:31:47,200 --> 00:31:50,960
Speaker 1: were vocally critical of Montetstori's methods when they were first introduced,

521
00:31:51,560 --> 00:31:54,760
Speaker 1: her theories were often described as being commonplace in the

522
00:31:54,840 --> 00:31:58,160
Speaker 1: United States twenty five or thirty years before. By the

523
00:31:58,200 --> 00:32:01,280
Speaker 1: time of the English language publication and of the Montessori method,

524
00:32:01,640 --> 00:32:05,840
Speaker 1: Freeder Crobo's concept of kindergarten was widely implemented in the

525
00:32:05,960 --> 00:32:08,760
Speaker 1: United States and had been for decades. That meant that

526
00:32:08,840 --> 00:32:12,400
Speaker 1: the child sized classrooms and child centered learning that were

527
00:32:12,440 --> 00:32:16,400
Speaker 1: common to both kindergarten and Montessori were not really novel

528
00:32:16,480 --> 00:32:18,560
Speaker 1: in the United States the way that they had been

529
00:32:18,600 --> 00:32:22,040
Speaker 1: in some other nations. In the words of William H.

530
00:32:22,120 --> 00:32:26,120
Speaker 1: Kilpatrick of Teachers College, Columbia University, who published a highly

531
00:32:26,120 --> 00:32:31,200
Speaker 1: critical the Montessori System Examined in nineteen fourteen, quote, Madame

532
00:32:31,280 --> 00:32:35,640
Speaker 1: Montessori belongs in the history of American educational theory essentially

533
00:32:35,680 --> 00:32:39,479
Speaker 1: along with the writer's anti anti dating eighteen eighty. In

534
00:32:39,560 --> 00:32:43,000
Speaker 1: several fundamental respects, she is some thirty years behind the

535
00:32:43,040 --> 00:32:48,520
Speaker 1: best of our present. Some educators also criticized Montessori's work

536
00:32:48,640 --> 00:32:53,000
Speaker 1: in the nineteen teens as failing to engage children's imaginations,

537
00:32:53,440 --> 00:32:56,480
Speaker 1: prompting an e. George one of the biggest proponents in

538
00:32:56,480 --> 00:32:59,520
Speaker 1: the United States and the translator of the Montessori method

539
00:32:59,520 --> 00:33:02,280
Speaker 1: for England ISSH and it's first US publication. To counter

540
00:33:02,480 --> 00:33:05,760
Speaker 1: quote the Italian educator, it is said, makes the mistake

541
00:33:05,800 --> 00:33:08,600
Speaker 1: of bringing the children too closely to the earth, as

542
00:33:08,640 --> 00:33:12,120
Speaker 1: distinguished from other methods which encourage imagination and deal in

543
00:33:12,160 --> 00:33:16,240
Speaker 1: fairies and nights and imaginative games. Dr Montessori makes the

544
00:33:16,320 --> 00:33:18,760
Speaker 1: children see the world as it really is to her.

545
00:33:18,840 --> 00:33:21,440
Speaker 1: A block is a block, not a castle. The hands

546
00:33:21,480 --> 00:33:25,720
Speaker 1: and fingers are anatomical structures, not pigeons. The children learn

547
00:33:25,880 --> 00:33:30,880
Speaker 1: real geometrical forms by their right names triangles, squares, circles, ovals,

548
00:33:30,880 --> 00:33:35,240
Speaker 1: not as symbolic abstractions. So for the first few years

549
00:33:35,240 --> 00:33:39,480
Speaker 1: after its introduction in the United States, Montessori education was

550
00:33:39,520 --> 00:33:42,040
Speaker 1: a bit of a flash in the pan fad, but

551
00:33:42,200 --> 00:33:46,720
Speaker 1: quickly dedicated Montessori schools dwindled, especially after the United States

552
00:33:46,840 --> 00:33:50,720
Speaker 1: entered World War One. Yeah, that it's from Europe prestige

553
00:33:50,840 --> 00:33:54,520
Speaker 1: meant something quite different when World War One started and

554
00:33:54,560 --> 00:33:59,360
Speaker 1: it became it's from Italy. Yeah. However, in the nineteen

555
00:33:59,480 --> 00:34:02,400
Speaker 1: sixties there was a resurgence and interest in the Montessori

556
00:34:02,520 --> 00:34:05,560
Speaker 1: method in the United States, led by a combination of factors,

557
00:34:05,680 --> 00:34:09,320
Speaker 1: including its focus on child centered learning and a renewed

558
00:34:09,360 --> 00:34:13,040
Speaker 1: focus on getting children, especially children from low income and

559
00:34:13,120 --> 00:34:17,360
Speaker 1: at risk families, uh into academic excellence sooner. It was

560
00:34:17,760 --> 00:34:22,160
Speaker 1: the same window that like the Headstart program was first launched,

561
00:34:22,280 --> 00:34:24,560
Speaker 1: Like there was just a lot of focus on American

562
00:34:24,680 --> 00:34:28,120
Speaker 1: children need to be achieving academically earlier than they are.

563
00:34:28,200 --> 00:34:29,919
Speaker 1: And then, as Sweet said at the top of show,

564
00:34:30,160 --> 00:34:34,680
Speaker 1: some kind of free spirited parents. Today, about four thousand

565
00:34:34,719 --> 00:34:38,200
Speaker 1: of the seven thousand accredited Montessori schools worldwide are in

566
00:34:38,239 --> 00:34:43,279
Speaker 1: the United States. That's Maria Montessori. This whole episode makes

567
00:34:43,320 --> 00:34:46,240
Speaker 1: me want to go play with blocks. There's some pretty

568
00:34:46,239 --> 00:34:51,759
Speaker 1: great blocks and colorful letters. It would be great well.

569
00:34:51,800 --> 00:34:54,839
Speaker 1: And one of the first jobs that I had out

570
00:34:54,840 --> 00:35:00,800
Speaker 1: of college, I wrote copy for a educational catalog um

571
00:35:00,840 --> 00:35:02,839
Speaker 1: and we had this sort of corner, like this one

572
00:35:02,880 --> 00:35:06,720
Speaker 1: page of things that were basically the blocks and letter

573
00:35:06,800 --> 00:35:10,040
Speaker 1: shapes and cylinders and things like that that are part

574
00:35:10,080 --> 00:35:14,560
Speaker 1: of the Montessori method um. And I remember just having

575
00:35:14,600 --> 00:35:19,879
Speaker 1: all of these conversations about like we can say these

576
00:35:19,880 --> 00:35:22,160
Speaker 1: are appropriate for a mont Story classroom, but we like

577
00:35:22,200 --> 00:35:24,719
Speaker 1: we could not write the copy to be like, you'll

578
00:35:24,719 --> 00:35:28,640
Speaker 1: be a mones story teacher with these great blocks, Like

579
00:35:28,680 --> 00:35:31,000
Speaker 1: for a lot of people, they're the most recognizable hallmark

580
00:35:31,120 --> 00:35:35,640
Speaker 1: of Montessori School. But that's there's a whole philosophy going

581
00:35:35,640 --> 00:35:40,479
Speaker 1: with those blocks. Do you have a philosophy of listener mail?

582
00:35:41,520 --> 00:35:46,200
Speaker 1: I have. We're gonna call this corrections corner. Okay, it's

583
00:35:46,200 --> 00:35:51,200
Speaker 1: been almost a month because of the holidays since I recorded,

584
00:35:51,360 --> 00:35:54,399
Speaker 1: since that, like since I was the researcher on an episode. UM,

585
00:35:54,719 --> 00:35:57,000
Speaker 1: And so that that means we have a couple of

586
00:35:57,000 --> 00:35:59,040
Speaker 1: things that need to be corrected, and we're gonna just

587
00:35:59,080 --> 00:36:02,160
Speaker 1: put them all today rather than spreading them out along

588
00:36:02,239 --> 00:36:06,239
Speaker 1: more than one episode. UM. The first is about our

589
00:36:06,360 --> 00:36:09,280
Speaker 1: Unearthed Part one where we talked about the HMS terror

590
00:36:09,400 --> 00:36:13,160
Speaker 1: and we got several notes along these same lines, and

591
00:36:13,160 --> 00:36:14,759
Speaker 1: I'm going to read just one of them, and this

592
00:36:14,840 --> 00:36:17,719
Speaker 1: is from James. James says Hi, Tracy and Holly. First off,

593
00:36:17,760 --> 00:36:20,160
Speaker 1: I wanted to thank you for doing the podcast and

594
00:36:20,200 --> 00:36:22,560
Speaker 1: in the Unearthed Part one segment on the confirmation of

595
00:36:22,600 --> 00:36:25,719
Speaker 1: the HMS terror's location, mentioning the oral histories of the

596
00:36:25,719 --> 00:36:28,880
Speaker 1: indigenous peoples of Canada's North that had already marked the

597
00:36:28,920 --> 00:36:31,440
Speaker 1: location of the ship. If it's not too rude, I

598
00:36:31,520 --> 00:36:34,680
Speaker 1: just wanted to make a mild correction. The indigenous people's

599
00:36:34,719 --> 00:36:38,040
Speaker 1: in Canada's Arctic, including the man who told the expedition

600
00:36:38,080 --> 00:36:40,400
Speaker 1: where he had seen the ship's massed. Are the Inuit

601
00:36:40,600 --> 00:36:43,560
Speaker 1: not First Nations. It might seem like a mild topic,

602
00:36:43,640 --> 00:36:46,560
Speaker 1: but the Inuit are often miscategorized or lumped in with

603
00:36:46,600 --> 00:36:48,719
Speaker 1: the other indigenous people's and the issue you can be

604
00:36:48,760 --> 00:36:51,920
Speaker 1: fraught with emotion. I know I can shape chafe when

605
00:36:52,000 --> 00:36:55,000
Speaker 1: the mate of which I am a member are miscategorized.

606
00:36:55,360 --> 00:36:59,040
Speaker 1: A quick down and dirty guide to Canada's three constitutionally

607
00:36:59,080 --> 00:37:03,719
Speaker 1: recognized and as people's is First Nations, broadly equivalent to

608
00:37:03,800 --> 00:37:07,840
Speaker 1: the American term Native Americans, representing the three six hundred

609
00:37:07,920 --> 00:37:13,080
Speaker 1: thirty four federally recognized tribal governments or bands. Mate a

610
00:37:13,160 --> 00:37:17,399
Speaker 1: distinct Aboriginal slash Indigenous people who arose from the intermingling

611
00:37:17,440 --> 00:37:21,040
Speaker 1: of traders, trappers, settlers, and the Indigenous people who would

612
00:37:21,120 --> 00:37:25,000
Speaker 1: later be recognized as First Nations. There are distinct Matine

613
00:37:25,080 --> 00:37:28,520
Speaker 1: nations by province. I'm a member of Alberta's Matine Nation

614
00:37:29,040 --> 00:37:32,080
Speaker 1: because we're a separate culture and people. A mate person

615
00:37:32,239 --> 00:37:36,320
Speaker 1: isn't just someone who has both indigenous and non indigenous ancestry.

616
00:37:36,360 --> 00:37:41,400
Speaker 1: They have to specifically with someone who is ethnically matie Inuit,

617
00:37:41,680 --> 00:37:45,279
Speaker 1: the indigenous people of the North broadly equivalent to the

618
00:37:45,360 --> 00:37:49,200
Speaker 1: U S terms Native Alaskans, but representing different peoples, so

619
00:37:49,280 --> 00:37:52,560
Speaker 1: someone who was Native Alaskan likely would not consider themselves

620
00:37:52,560 --> 00:37:55,640
Speaker 1: to be Inuit or the reverse. Thank you for taking

621
00:37:55,640 --> 00:37:57,360
Speaker 1: the time to read this, and I apologize if I

622
00:37:57,400 --> 00:38:00,759
Speaker 1: repeated information you know, or if I spoke at all condescendingly.

623
00:38:01,440 --> 00:38:04,799
Speaker 1: I really appreciate how your work works to reinsert the

624
00:38:04,840 --> 00:38:08,080
Speaker 1: contributions of marginalized people into history where it belongs. And

625
00:38:08,080 --> 00:38:09,640
Speaker 1: I hope my email can be taken in the same

626
00:38:09,680 --> 00:38:13,279
Speaker 1: spirit as an Indigenous person who writes and consults on

627
00:38:13,400 --> 00:38:15,879
Speaker 1: their representation and media. I just thought I would share

628
00:38:15,880 --> 00:38:19,440
Speaker 1: my perspective to prevent any accidental miscategorization. Thanks again, and

629
00:38:19,480 --> 00:38:22,279
Speaker 1: I hope you have a great date, James. Thank you

630
00:38:22,360 --> 00:38:26,880
Speaker 1: so much, James. The apologies are so unnecessary. This is

631
00:38:26,920 --> 00:38:31,239
Speaker 1: the exact type of thing that we really want to

632
00:38:31,239 --> 00:38:33,640
Speaker 1: get right and try hard to get right. And I

633
00:38:33,719 --> 00:38:41,440
Speaker 1: was genuinely not aware of the nuances um like previously,

634
00:38:41,520 --> 00:38:44,239
Speaker 1: we had gotten notes. I think it's this couple of

635
00:38:44,280 --> 00:38:46,920
Speaker 1: years ago we had used the word Native American when

636
00:38:46,960 --> 00:38:50,600
Speaker 1: talking about Canada, and we got some notes that said, uh,

637
00:38:50,680 --> 00:38:54,319
Speaker 1: in Canada we use the term first nations. Absolutely not

638
00:38:54,440 --> 00:38:57,000
Speaker 1: aware that there were further nuances to that. So like,

639
00:38:57,040 --> 00:39:01,200
Speaker 1: this is the exact type of thing that we want

640
00:39:01,239 --> 00:39:04,799
Speaker 1: to hear about, want to be um correct on. And

641
00:39:04,840 --> 00:39:12,120
Speaker 1: it was absolutely not condescending or rude at all, uh

642
00:39:12,160 --> 00:39:15,400
Speaker 1: in any way. So thank you again so much James

643
00:39:15,440 --> 00:39:18,279
Speaker 1: for spelling that out so clearly and concisely, because, as

644
00:39:18,320 --> 00:39:20,920
Speaker 1: I said, I did not know that, and I apologized

645
00:39:20,960 --> 00:39:24,799
Speaker 1: for my ignorance. Uh. We also have some notes about

646
00:39:24,840 --> 00:39:28,399
Speaker 1: the conversation that we had with Eric Lars Meyers about beer. Um.

647
00:39:28,480 --> 00:39:31,719
Speaker 1: This is another thing. We've gotten a several different tweets,

648
00:39:31,719 --> 00:39:35,440
Speaker 1: slash Facebook comments, slash emails, and so rather reading anyone

649
00:39:35,480 --> 00:39:37,839
Speaker 1: particular one, I'm just going to clarify a couple of things.

650
00:39:38,440 --> 00:39:41,759
Speaker 1: We got several notes about whether references to wine in

651
00:39:41,800 --> 00:39:44,920
Speaker 1: the Bible were really about beer, and lots of these

652
00:39:44,960 --> 00:39:47,080
Speaker 1: notes basically said, well, we definitely know that it was

653
00:39:47,160 --> 00:39:50,280
Speaker 1: wine because they were wine. Okay, we did, we definitely

654
00:39:50,320 --> 00:39:54,800
Speaker 1: do know there was wine in Biblical times. We also

655
00:39:54,960 --> 00:39:58,440
Speaker 1: definitely know that there was beer in biblical times, and

656
00:39:58,480 --> 00:40:00,279
Speaker 1: we know all of these things that would like of

657
00:40:00,280 --> 00:40:03,920
Speaker 1: other writing and archaeological evidence and art and like lots

658
00:40:03,960 --> 00:40:06,919
Speaker 1: of evidence for all of these things. What we don't

659
00:40:06,960 --> 00:40:10,520
Speaker 1: really have is separate words for all of these types

660
00:40:10,560 --> 00:40:16,520
Speaker 1: of alcoholic beverages uh in the Bible. So it's not

661
00:40:16,640 --> 00:40:20,400
Speaker 1: completely clear whether everything that's translated today as wine was

662
00:40:20,480 --> 00:40:23,120
Speaker 1: really made out of grapes. So we were definitely not

663
00:40:23,160 --> 00:40:24,840
Speaker 1: trying to say there was no wine in the Bible,

664
00:40:24,960 --> 00:40:29,840
Speaker 1: like that's that's not always um And regardless, the ancient

665
00:40:29,880 --> 00:40:33,000
Speaker 1: wines and beers and all of the other fermented beverages

666
00:40:33,040 --> 00:40:35,719
Speaker 1: that existed probably would have been a lot different from

667
00:40:35,880 --> 00:40:39,840
Speaker 1: what we think of today, Like we talked about that

668
00:40:39,920 --> 00:40:43,319
Speaker 1: on that show a bit. Uh. Eric had also said

669
00:40:43,360 --> 00:40:45,640
Speaker 1: in the beer episode that he had no idea whether

670
00:40:45,680 --> 00:40:48,439
Speaker 1: he was making up the date that the Rhine High

671
00:40:48,440 --> 00:40:52,160
Speaker 1: school vote was revised to include yeast after Louis Pasteur's

672
00:40:52,160 --> 00:40:56,160
Speaker 1: work in the eighteen fifties in Strasbourg, Pasteward was doing

673
00:40:56,200 --> 00:40:59,839
Speaker 1: a lot of research into yeast's fermentation of sugar, specifically

674
00:40:59,840 --> 00:41:02,239
Speaker 1: in the eighteen fifties, but it was not until the

675
00:41:02,280 --> 00:41:05,040
Speaker 1: early twentieth century that the run High school but was

676
00:41:05,080 --> 00:41:08,520
Speaker 1: revised to include East. Um. There were also a whole

677
00:41:08,640 --> 00:41:12,320
Speaker 1: lot of other scientists working with East at that point,

678
00:41:12,360 --> 00:41:15,000
Speaker 1: So Louis Pasteur is not like the be all end

679
00:41:15,000 --> 00:41:18,640
Speaker 1: all of yeast discovery for sure. I kind of now

680
00:41:18,719 --> 00:41:21,080
Speaker 1: just want to do a whole episode on the history

681
00:41:21,120 --> 00:41:29,040
Speaker 1: of yeast, which could be fascinating, uh, but maybe only

682
00:41:29,080 --> 00:41:33,600
Speaker 1: to me. Uh. Lastly, we all definitely know that Plymouth

683
00:41:33,640 --> 00:41:37,120
Speaker 1: is in Massachusetts. We in fact have pictures of Pilgrim

684
00:41:37,160 --> 00:41:42,760
Speaker 1: Monument in Provincetown, Massachusetts taken with my camera on our Instagram.

685
00:41:42,760 --> 00:41:45,560
Speaker 1: This is a known thing. Uh. So that's basically correction

686
00:41:45,600 --> 00:41:49,040
Speaker 1: corner for today. Some of those are not really corrections,

687
00:41:49,040 --> 00:41:51,319
Speaker 1: there are more like clarifications. But um, thank you again

688
00:41:51,400 --> 00:41:53,720
Speaker 1: James writing. Thank you again Eric for being on the show.

689
00:41:53,800 --> 00:41:56,919
Speaker 1: I had a super fun time talking about beer with Eric.

690
00:41:57,280 --> 00:41:59,799
Speaker 1: If you were, if you would like to write to

691
00:42:00,040 --> 00:42:02,880
Speaker 1: us about this or any other podcast where History podcast

692
00:42:02,920 --> 00:42:05,960
Speaker 1: at how stuff Works dot com. And then on social media,

693
00:42:06,200 --> 00:42:09,560
Speaker 1: we have the word missed in history. That is basically everywhere.

694
00:42:09,560 --> 00:42:15,520
Speaker 1: It's on Facebook and Pinterest and Tumbler, and Twitter and Instagram,

695
00:42:15,560 --> 00:42:18,640
Speaker 1: all of those things. Our name is missed in History. Uh.

696
00:42:18,680 --> 00:42:21,399
Speaker 1: We have also started doing some videos. We have four

697
00:42:21,600 --> 00:42:25,279
Speaker 1: of them now. They are all on our website and

698
00:42:25,320 --> 00:42:27,200
Speaker 1: we have been sharing them on our social media also,

699
00:42:27,280 --> 00:42:29,680
Speaker 1: so you can come have a look at those. Um

700
00:42:29,719 --> 00:42:32,280
Speaker 1: and that is our website which is missing history dot com.

701
00:42:32,320 --> 00:42:34,600
Speaker 1: You can also come to our parent company's website, which

702
00:42:34,640 --> 00:42:36,560
Speaker 1: is how stuff works dot com and learn all kinds

703
00:42:36,560 --> 00:42:40,760
Speaker 1: of stuff about education and teaching methods and all kinds

704
00:42:40,760 --> 00:42:43,120
Speaker 1: of things. So we can do all of that and

705
00:42:43,200 --> 00:42:45,359
Speaker 1: a whole lot more at how stuff works dot com

706
00:42:45,480 --> 00:42:53,640
Speaker 1: or missing history dot com for more on this and

707
00:42:53,680 --> 00:42:56,200
Speaker 1: thousands of other topics. Is it how stuff works dot

708
00:42:56,280 --> 00:43:00,080
Speaker 1: com In