The Barkers
The Summer Experience
Photo Highlights,
Testimonials
2009
2008
2007
Photo Album
Historic
References
Health, Safety,
Sleeping Arrangements
Slide Tour
March 2010
Open House
May 09, 2010
Map to the farm
2010 Calendar, Tuition,
Space Availability
Application Form (pdf)
In 1970 the senior Barkers traveled to London, England where both became Montessori teachers. While there, they learned that this pioneer in early childhood education, Dr. Maria Montessori, suggested the farm experience for the emerging adolescent. She called this the erdkinder. Her proposal paralleled England’s WWII rediscovery of the educational value of the farm. When teachers and children were temporarily evacuated to the safety of the countryside, the experience was so powerful that, after the war, there was a spontaneous grass roots move from predominantly abstract studies to experiential learning. The result was improvement in both social and academic achievement and earned the name British Integrated Day. In the rest of the world, as the open classroom, the principles were incorporated into many school systems. This was Richard and Penny’s inspiration.
Following their training, they directed the Canton Montessori School in Ohio for eight 
years. In 1975 they purchased a farmstead in nearby Holmes County and hosted their first children. Home to the world’s largest settlement of old-order Amish with their modified 19th century technology, Holmes County was the perfect setting. And, while they are not Amish themselves, the Barkers and their young visitors would benefit from living among these gentle people. The neighborhood contributed in two ways: First, Amish life is people scaled and, because of this, is understandable, even to 
young children. Second, since it is based on the productivity of the land, its activities are meaningful. For the Barkers and their charges the significance of the farm would be personally experienced in real time.
Within this early American model and guided by Montessori’s faith in the power of a well-designed environment, the activities at the farm were never created for educational purposes as such, but rather to meet the practical needs of the farm. A byproduct of this is the fostering of physical, mental, civic and emotional growth. The care taking of living things domestic is a direct exercise in becoming a civilized human being.
Thirty-four years have passed and the adult Barker offspring continue sharing the hidden lessons and fun of farm life with a second generation of children. The times are different, but the project seems even more relevant today.
