Sister Mary Madeline Roddenberry, R.S.M., director of elementary schools for the Archdiocese of Atlanta, returned to Atlanta last week after being a member of a seminar group of 50 educators participating in a study of the British primary schools.

The study group seminar was under the direction of Dr. Vincent Rogers, a Fulbright scholar and author of the book, THE TEACHING IN THE BRITISH PRIMARY SCHOOLS.

As a member of the seminar group, Sister Madeline visited the schools in Oxfordshire and Leicestershire, where they have the unique aspects of family or vertical grouping, transitional grouping, and the integrated day. Part of her time in the schools was spent in observation and discussion with the headmaster and teachers. The remainder of the time was spent in small group instruction in the various classrooms or individual instruction under Sister’s supervision and direction.

In commenting on her impression of the British primary schools, Sister Madeline stated: “The British primary schools, which I visited, were truly child centered. The headmaster and teachers were remarkably committed to their profession (which paid them an amazingly low salary) as teachers of our most vital raw material, children.”

“The atmosphere in the schools is warm, friendly, relaxed and at the same time full of purpose.”

“The headmaster is a vital figure in the school. He is always available, in and out of the classrooms, talking over a ‘cup of tea’ with faculty members and knows each child by name.”

“The teacher has a great deal of freedom in the scheduling and planning as well as execution of the plans in her classroom. Innovation and creativity are not only welcome but encouraged.” When asked if she considered this method of instruction advisable for the schools in the United States, Sister answered: “In principle their philosophy is quite sound and their application of this philosophy is beautifully accomplished. Yes, I believe very strongly that this philosophy should be an integral part of all education. That is: CHILD CENTERED

1. a real appreciation and deep understanding of the uniqueness of each child.

2. a curriculum geared to the emotional and intellectual development of each child.

3. a discovery approach in the teaching-learning process which presupposes: “Learning by doing. Providing ample materials and

experiences for the child to discover with.”

“However, we must remember that the cultural background of the English child is quite different from that of the American child. Consequently, there are some practices of the British primary schools that would either have to be adjusted to the American schools or omitted entirely.”

“If there is one thing that I would say is a MUST for all of us, it is this: A deeper, fuller understanding of the child and a stronger commitment to our privilege and responsibility to provide the best possible methods in the most nurturing atmosphere for the social, emotional and intellectual development of our children.” In addition to her study in England, Sister Madeline also visited the Association Montessori Internationale in Amsterdam, Holland.

She spent two days at the Institute, which is the center of all the AMI schools in the world, under the direction of Mario Montessori, grandson of the foundress of the Montessori Schools, Maria Montessori.

The purpose of the visit was to talk to Mr. Montessori, the other directors and associates to obtain first hand information and knowledge concerning the works of the Montessori Center at present and the future plans of this respected and renowned Institute.

“The Montessori method,” says Sister Madeline, “is psychologically sound and closely related in practice to the famous Swiss Psychologist Plaget’s theory of Child Growth and Development. Good teachers have always used some of Maria Montessori’s materials and techniques. However, even good teachers can be better teachers, and I believe Montessori is one of the means toward better teaching.”

Before returning to Baltimore, Md., where she was director of an Early Childhood Learning Workshop at Mount Saint Agnes College, Sister Madeline also visited Rome, Paris, Lucern and Luxembourg.

“The experience,” Sister said, “was enlightening, broadening and rewarding.”

However, according to Sister Madeline, “No other country puts so much time, research, effort, planning and hoping into their schools or provides not only the freedom but variety of choices as the U.S.A.”