Tag: Romanian school

  • History Show

    History Show

    Scheii Brasovului was the burgh
    that was fated to host the first education institution in the Romanian space,
    back in 1495. The building was restored in the 18th century, and
    today is home to the ‘First Romanian School’ museum. Father Vasile Oltean
    talked to us about the history of this monument:


    Across history, we can see
    that the church sheltering this area had as patrons 32 rulers and noblemen of
    Wallachia and Moldavia. Thanks to this fact, confirmed by 80 royal edicts,
    today hosted by this museum, a Romanian cultural and spiritual center was
    created here, materialized in the first Romanian school. History tells us that
    Romanian education dates back to the 16th century, but his is
    contradicted by the chronicle of the church, which says clearly that, the holy
    church and school were erected in 1495. How can we not believe what the
    chronicle says, considering that in 1932, Aurelia Muresan published the
    documents of the construction in 1495. This is documentation capable of proving
    the truth. In the meantime, we find this in the text of the papal bull issued
    by Boniface the 9th, of December 13, 1392, in which the pope in Rome
    spoke of the schismatic church in Schei, where pseudo-teachers taught.


    Genuine cultural centers
    flourished around the School of Schei, being representative not only for the
    Barsa Land but for the entire Romanian region. The books by deacon Coresi were
    printed here in Romanian for the first time. Dimitrie Eustatievici, a local
    from Brasov, wrote here the first Romanian grammar back in 1757. Father Vasile
    Oltean, who is also a teacher, told us more about the tumultuous history of the
    first Romanian school in Scheii Brasovului.


    I am thinking of the year 1981,
    when we first discovered the 700 pages school manuscript from the 11th
    – 12th centuries. The lesson on virtue alone has 250 pages. Such a big volume of major importance and
    with such a rich content is evidence that there was a high-level education system
    back then. I was trying to imagine the profile of the student who was supposed
    to study that manual. We have 15 storerooms and another three rooms that are
    still unexplored. We have 6,000 old books and 30 thousand documents. Until 1962
    all these had been hidden in the steeple. Nobody knew about that, but in 1962,
    an old man, professor Ioan Colan, went to the tower to take a board. He pulled
    the board out of the wall and made such a break into it that he was able to see
    the room where these documents were hidden. Ioan Colan served an 8-year prison
    sentence for keeping Saguna’s bible in his private book collection; he didn’t
    accept to burn it so he was declared a thief and enemy of the people. After his
    jail years he got a job here at the church as unskilled carpenter, in spite of
    having three bachelor degrees and three PhDs.


    In 1949, along with Ana Pauker’s
    decree, under which all assets in the church patrimony were to be burnt out,
    the documents belonging to the School in Schei were also to be destroyed. A priest
    had hidden them in the walls of the church tower, to protect them from the
    imminent destruction ordered by the communist authorities. They stayed there
    until 1962, when somebody found them. Dean Vasile Cuman started right away the
    organization of the Schei museum. Here is with details father Vasile Oltean
    once more .


    If we
    have a 16th century school-book, it means that there was definitely a school
    back then. We also found a class book, probably the oldest in the country,
    dating back to 1683. The school had just one teacher, Ioan Duma, who had 110
    pupils. The oldest of them was 20 years old. He would come to school for 3
    months, then he would become a ‘gociman’. The word comes from the German
    Gottsmann, meaning ‘God’s man’. It was in fact the administrator of the
    settlement and of the church. Administrators back then had a big power, they
    could even sack the priest, if he wasn’t fit for the job. If he stayed 6 months
    in school, he would become a teacher and a deacon. He would sing in church and
    take care of the school. If he stayed 9 months, he would become a priest. In
    order to be allowed in school, a pupil was supposed to bring a bucket of wheat,
    a cart full of wood and money, four Florins, as the class book shows. But it
    was not the pupil or the father who would pay, it was the responsibility of the
    entire village. The fact that there were 110 pupils shows that children came
    from the entire Barsa Land, not just locals. The first girl was only registered
    in 1846.


    In the Schei School’s
    collection there is also the first book in Slavic, written in 1491, printed
    under order by the ruler of Moldavia, Stephen the Great. Sweipold Fiol was the
    one who, without knowing it, printed the first orthodox book, although he was
    in the center of the Catholic world, in Krakow. The 6 thousand old books and
    the 30 thousand documents in Brasov include genuine treasures of universal
    culture.

  • How to be Different in Romanian Schools

    How to be Different in Romanian Schools

    Romanians get bombarded every day by e-mails advertising more and more sophisticated courses for gifted children, playing on parents’ wishful thinking and hopes that their children may be just that. For decades now, Romania has been boasting the exceptional results obtained by gifted Romanian children in international competitions. This has also been used as a justification for maintaining the current Romanian education system as it is, sweeping under the rug the ways in which it fails regular children. As for integrating children with disabilities, the school system has shown it is utterly unprepared. According to 2013 data from the General Directorate for Social Assistance and Child Protection, of the 72,700 children with disabilities, 24,100 attend public education, less than one third. Even if Romania has adopted all European legislation regarding protection for children and the disabled, committing to accommodating the latter in every way, actually doing so is taking way too long and leaves much to be desired.



    Fortunately, there are a lot of NGOs running programs to integrate disabled children. One such example is a project called ‘Let us rediscover school’. After running for three years, project manager Daniela Visoianu told us about its results:


    “Right now we can report that 1860 kids took part in the camps we organized as part of the project, or in workshops, summer or Sunday schools. They all took part in these activities with their parents. The project is designed to prove to special needs children that they can do something with their mind, their hands, and to show them to their parents in a different light. We are happy to say that towards the end of the project, parents start seeing things differently.”



    For education to be propitious for inclusion and life-long learning for all children and youth of all conditions, the project found ways to facilitate the school inclusion of disabled children. It brought in foreign experts to work with children and their parents, organized meetings with experts in caring for disabled children, and gathered the information thus obtained in a handbook. Daniela Visoianu tells us about it:



    “Last year we launched a handbook for alternative education, talking in detail about children with special educational requirements, presenting activities and exercises for these children which are outside the curriculum. But these are methods that can be applied in any school framework, to improve the interaction between instructors and these kids, or which can be applied by parents working with their kids, outside the school. The handbook also includes presentations on the alternative pedagogical methods recognized in Romania. We have talked to experts from major centers, like those in Simeria or Corabia, working with children with the worst conditions, the worst diagnoses. They told us about their experience or about what kind of value alternative teaching methods can bring when interacting with special needs children. We are talking about the six educational alternatives in Romania recognized by the Ministry of Education in our schools. The best known is Step by Step. They are included in the handbook, and took part in our activities. We also have the Waldorf approach, curative pedagogy, the Jena plan, and the Montessori approach.”



    Training instructors and education experts specializing in inclusion is another goal of the project team, and they have already trained 400 experts accredited by the National Qualification Authority, ready to apply the special methods they learned for children with special needs.



    For the future, they plan to set up a so-called sensory room in Bucharest, to be available to people treating such children. Daniela Visoianu told us about it:


    “If all goes well we will be able to inaugurate in April a sensory room in Bucharest. A sensory room is a special room for therapy with children with special needs. It has very soft furniture, which has embedded speakers and other sound or vibrating structures, since some special needs children feel sound through vibration. It also has lit panels allowing work in shadow or half shadow, for visually impaired children. All these stimuli in the room help children be better involved in the process run by the therapist.”



  • How to be Different in Romanian Schools

    How to be Different in Romanian Schools

    Romanians get bombarded every day by e-mails advertising more and more sophisticated courses for gifted children, playing on parents’ wishful thinking and hopes that their children may be just that. For decades now, Romania has been boasting the exceptional results obtained by gifted Romanian children in international competitions. This has also been used as a justification for maintaining the current Romanian education system as it is, sweeping under the rug the ways in which it fails regular children. As for integrating children with disabilities, the school system has shown it is utterly unprepared. According to 2013 data from the General Directorate for Social Assistance and Child Protection, of the 72,700 children with disabilities, 24,100 attend public education, less than one third. Even if Romania has adopted all European legislation regarding protection for children and the disabled, committing to accommodating the latter in every way, actually doing so is taking way too long and leaves much to be desired.



    Fortunately, there are a lot of NGOs running programs to integrate disabled children. One such example is a project called ‘Let us rediscover school’. After running for three years, project manager Daniela Visoianu told us about its results:


    “Right now we can report that 1860 kids took part in the camps we organized as part of the project, or in workshops, summer or Sunday schools. They all took part in these activities with their parents. The project is designed to prove to special needs children that they can do something with their mind, their hands, and to show them to their parents in a different light. We are happy to say that towards the end of the project, parents start seeing things differently.”



    For education to be propitious for inclusion and life-long learning for all children and youth of all conditions, the project found ways to facilitate the school inclusion of disabled children. It brought in foreign experts to work with children and their parents, organized meetings with experts in caring for disabled children, and gathered the information thus obtained in a handbook. Daniela Visoianu tells us about it:



    “Last year we launched a handbook for alternative education, talking in detail about children with special educational requirements, presenting activities and exercises for these children which are outside the curriculum. But these are methods that can be applied in any school framework, to improve the interaction between instructors and these kids, or which can be applied by parents working with their kids, outside the school. The handbook also includes presentations on the alternative pedagogical methods recognized in Romania. We have talked to experts from major centers, like those in Simeria or Corabia, working with children with the worst conditions, the worst diagnoses. They told us about their experience or about what kind of value alternative teaching methods can bring when interacting with special needs children. We are talking about the six educational alternatives in Romania recognized by the Ministry of Education in our schools. The best known is Step by Step. They are included in the handbook, and took part in our activities. We also have the Waldorf approach, curative pedagogy, the Jena plan, and the Montessori approach.”



    Training instructors and education experts specializing in inclusion is another goal of the project team, and they have already trained 400 experts accredited by the National Qualification Authority, ready to apply the special methods they learned for children with special needs.



    For the future, they plan to set up a so-called sensory room in Bucharest, to be available to people treating such children. Daniela Visoianu told us about it:


    “If all goes well we will be able to inaugurate in April a sensory room in Bucharest. A sensory room is a special room for therapy with children with special needs. It has very soft furniture, which has embedded speakers and other sound or vibrating structures, since some special needs children feel sound through vibration. It also has lit panels allowing work in shadow or half shadow, for visually impaired children. All these stimuli in the room help children be better involved in the process run by the therapist.”