issue 0

december ‘08

Comenius multilateral partnership

G@t it!
The European Feeling
Credits
G@t it! Contents
PARTNER SCHOOLS
BESSENYEI GYÖRGY, Kisvárda, HUNGARY
The European Feeling Project Coordinator: Juhász Gyöngyi
Press Club Bessenyei György

3 EDITORIAL
EDITOR IN-CHIEF UMBERTO SORACE MARESCA,
(Coordinating School) Catanzaro, ITALY
IES BAIX CAMP, REUS, CATALONIA www.iis-maresca.it
www.iesbaixcamp.org Project Coordinator: Antonietta Pugliese 4 MEET OUR PRESS CLUBS
Assistants: Ileana Veraldi, Maria Pane
Press Club: Vitaliano Mancuso, Mariantonietta Scalese,
Project Coordinators: Marilena Placido, Luana Durante, Patrizia Mancuso, Valenti-
Mónica Fernández, Miquel Arcas na Greco, Federica Argirò, Emanuela Fabiano, Simona San- 7 SURVEY RESULTS
tangelo, Jessica Tomaino, Roberta Soluri, Consuelo Marullo,
Assistants: Elettra Nigro, Jessica Cosentino, Roberta Monteverde, Car-
Noemí Gomis,
Miquel Ávila, Dolors Calabuig,
melaFratto, Veronica Santaguida, Giusy Critelli.
8 THE EUROPEAN FEELING:
José Miguel García, Pilar Aguilera
Interview
JOSEPH LAGROSILLIERE,
Press Club IES BAIX CAMP: Saint Marie, MARTINICA with Andrea Shindler
Janire Tomey, Estefania Cardona,
Amparo Herrera, Lorena Arevalo,
Project Coordinators: Mylene Ngo
Judith Millan, Lixuan Feng, Ana Mercado, Assistants: Nathalie Cancel
Tere Moreno, Mercedes Florencio, Press Club: Latouche Leslie, Emilie Bousquet; Céliane
Maite Silvera, Alba Terán. Romany, Annie-Claude; Jehan-Fabien Denis-Jean, Gaetan
Joly, July Myrtil, Rachelle Renard, Youri Melicine, Ayla Mon-
10 Comenius,
DESIGN:
gès, Rachelle Drané, Julie Sylvanise, Vincent, Johnny, Yanis,
Alexis, Coralie, Anthony, Mélissa, Mathias, William.
Father of Modern Education
Stéphane Mor
Miquel Ávila, Mónica Fernández,
Lluís Cilveti
V LICEUM OGOLNOKSTALCACE 11 A 400 years debate
JAKUBA WEJHERA, Wejherowo, POLAND
www.zspg4.wejher.pl
e-journal EDITOR Project Coordinators: Michal Obrocki, Lukasz Maj 14 WHO WE ARE
www.ejournal.fi/cfm33 Press Club: Karol Sroka, Bartosz Lokaj, Maciej
Gryglewski, Asia Leyk, Patrycja Lipska, Barbara Szymanska,
Magdalena Muzyka, Aleksandra Taciak, Aleksandra Tempska,
Karolina Lademann, Patrycja Maciejewska, Aneta Lehmann,
College FRANÇOIS MAURIAC, Robert Zajac, Aleksandra Arendt. 16 CONTRIBUTIONS
Léognan, FRANCE One laptop per child
www.ejournal.fi/mauriac
LISA MEITNER GYMNASIUM,
Neuenhaus, GERMANY
Project Coordinator: www.lmg.neuenhaus.de
Fabienne Pouget-Imbert
Project Coordinator: Irmgard Schöffel 18 GETTING TO KNOW
Assistants: Assistants: Marcus Pfeifer
Dominique Saint-Hilaire, Jean-Louis Vuotto
Press Club LISA MEITNER GIMNASIUM OTHER CULTURES
Round the world
Press Club FRANÇOIS MAURIAC: in 10 celebrations
Cémentine Maille, Marine Letourneur, ADYAMAN ANATOLIAN HS,
Coralie Jouary, Aymée Bonvarlet,
Adyaman, TURKEY
Mélanie Hétru, Valentine Dupuy, Léa Cabrol.
www.adiyamananadolu.meb.k12.tr
Project Coordinator: ErcanYücetaş
Press Club: Sıla Nur Kumru, Gazihan Kolat, Eda Hazal 23 BREAKING NEWS:
Arbun, Cumali Aydın, Ayşe Akın, Filiz Baykuş
ACKNOWLEDGEMENTS: The Stockmarket
For sharing their time and experience with
all of us, supporting, helping and believing
and the Crisis
VECHTDAL COLLEGE,
in turning the original idea Hardenberg, NETHERLANDS
into a real project: www.vechtdalcollege.nl
Josep Lluís Queralt (Advisor) , Maite Solé,
Project Coordinator: Marja Ritterfeld
Carme Sáiz, Pere Martorell, Conxita Sardà, Josep M. Òdena
Assistants: Marianne van Beuzekom, Michell Matteman 24 G@t is born!
A very special thanks to those who have Press Club: Vera, Janet, Jenet, Anouk, Jazmine, Roy.
volunteered to collaborate in all
design-related aspects:
Stéphane Mor ZDRUŽENÁ STREDNÁ ŠKOLA, 26 ENTERTAINMENT
Lluís Cilveti, (Teacher, School of Graphic Arts, Tarragona) Levice, SLOVAKIA
www.zssoaslv.edu.sk
Another special thank goes to the long list Project Coordinators: Imrich Laco, Oµga Remiaová
of people from here and there who have
Press Club ZDRUŽENÁ STREDNÁ ŠKOLA
shared time and hope and have contribu- 27 TOP 5
ted with corrections, ideas, interviews,
photographs, articles, and much more!

2 · Get it! The European Feeling


A worthy contribution
to a noble desire
Get it! The European Feeling, issue 0, has just become a
reality, but the project is far more ambitious. This maga-
zine you are holding in your hands was born within a Co-
menius programme with the collaboration of 10 European
countries. Its objective is to be a vehicle of communication,
expression and knowledge of young European students.
“Each school is a microcosm, where
everyday thousands of students live many
lives. And all this must be reflected,
externalised.”
Each school is a microcosm, where everyday thousands
of students live many lives, where every moment
is rich in dreams, experiences, hopes, frustrations
and disappointment, conflict and joy, love and so-
rrow. And all this must be reflected, externalised.
“Everyone speaks about youth,
but perhaps it's time for the young people
to speak. G@t it! must be the voice
of students.”
Moreover, education is on everyone's lips. Everyone ta-
lks about the changes that have operated in European
education systems, about the results crisis in many of
these systems. Everyone speaks about youth, but per-
haps it's time for the young people to speak. This is
the basic function of this magazine. It must be the ex-
pression of the reality of each school. An open win-
dow to fresh air. It must be the voice of students.
All of this without losing sight of the European dimen-
sion of the project. The magazine is a modest contribu-
tion to a historic project, the construction of Europe.
But this construction can not come from above. It can
not be imposed. Europe will exist if Europeans want
it to, and so the first step is mutual understanding.
This magazine aims to be a small and worthy contribu-
tion to such a noble desire. We communicate, we know
each other, we work together, and we make a dream
come true together. Because dreams are possible. Be-
cause it is impossible to improve reality without dreams.
JOSE MIGUEL GARCÍA LABIANO
Headmaster IES BAIX CAMP, REUS, CATALONIA
Editorial
Digna aportación
a un noble deseo
G@t it! The European Feeling , nº 0, ya es una realidad,
pero el proyecto es mucho más ambicioso. Esta revista que
tenéis en las manos, nace en el marco de un programa
Comenius de colaboración con 10 países y con el objec-
tivo de ser un vehículo de comunicación, de expresión
y de conocimiento de los jóvenes estudiantes europeos.
“Cada escuela es un microcosmos donde
cada dia miles de estudiantes viven mu-
chas vidas. Y todo esto se debe plasmar,
se tiene que exteriorizar. “
Cada centro escolar es un microcosmos donde cada día
miles de estudiantes viven muchas vidas, donde cada ins-
tante es rico en sueños, en vivencias, en ilusiones y frus-
traciones, en conflictos y alegrías, en amores y desamores.
Y todo esto se debe plasmar, se tiene que exteriorizar.
“Todo el mundo habla de los jóvenes pero
ha llegado el momento de que hablen
ellos. G@t it! tiene que ser la voz de los
estudiantes”
Por otro lado, la educación está en boca de todos. Todo el
mundo habla de los cambios que se han producido en los
sistemas educativos europeos, de la crisis en los resultados
de muchos de estos sistemas; todo el mundo habla de los
jóvenes, pero quizá haya llegado el momento de que ha-
blen ellos. Esta es la función básica de la revista: debe ser
la expresión de la realidad de cada centro, una ventana
abierta al aire fresco, debe ser la voz de los estudiantes.
Todo ello, sin perder de vista la dimensión europea del
proyecto. La revista es una aportación modesta a un
proyecto histórico: la construcción europea. Pero esta
construcción no puede venir desde arriba, no puede
ser impuesta. Europa existirá si los europeos así lo que-
remos y el primer paso es el conocerse mútuamente.
Esta revista pretende ser una pequeña y digna apor-
tación a tan noble deseo. Nos comunicamos, nos
conocemos, trabajamos juntos, construimos jun-
tos un sueño, porque los sueños son posibles, por-
que es imposible mejorar la realidad sin sueños.
JOSE MIGUEL GARCÍA LABIANO
Director IES BAIX CAMP, REUS, CATALUNYA
Get it! The European Feeling · 3
 G@t It reporters
Do you want to know more about our reporters?
Read carefully and you’ll know about us!
IES BAIX CAMP
Hi there! We are
the Press Club of
IES Baix Camp
Janire Tomey (aged
13), Estefania Car-
dona (13), Ampa-
ro Andrea Herrera
(13), Lorena Are-
valo (13), Judith
Millán (13), Lixuan
Feng (15), Ana Mer- IES BAIX CAMP
cado (16), Tere Moreno (16), Merce-
des Florencio (16), Maite Silvera (17)
and Alba Terán (17). As you can see,
we are all girls. In the Press Club the-
re are different nationalities such as
Uruguayan, Chinese, Colombian and
Argentinitoan.
We meet every Wednesday after
school to work on G@t it ! We always
have time to work, to exchange opi-
nions, to learn quite a lot, to laugh…
Oh, yeah, believe us when we say we
always have a great time!
We are very happy to welcome all
of you to take part in this European
project because G@t it involves all of
you. Do not hesitate! Contact us and
make your voice heard!
UMBERTO SORACE MARESCA
Here we are!
As you can see our Press Club is mostly
female but the few boys ( we don’t
know why) are quite happy for it! We
are 16-18 and attend the 3° and 4°
class.
We are divided in sub-groups accor-
ding to attitudes but we work toge-
ther, exchanging ideas, opinions and
above all, enjoying so much!
We meet every Wednesday afternoon
with our teachers and discuss with
them on the different aspects of the
magazine.
4 · Get it! The European Feeling
That’s the Editing
group: Vitaliano
Mancuso, Marian-
tonietta Scalese,
Marilena Placido,
Luana Durante,
Patrizia Mancuso, The Public Relations of Umberto Sorace
Valentina Greco, Maresca, Calabria, Italy.
Federica Argirò,
Emanuela Fa-
biano.
We are the Graphics and Pho-
tos group: Simona Santangelo,
Jessica Tomaino, Roberta So-
luri, Consuelo Marullo, Elet-
tra Nigro, Jessica Cosenti-
no, Roberta Monteverde,
Carmela Fratto, Veronica
Santaguida, Giusy Critelli.
We love art and design. We work with
photos and pictures.
We prepare articles, translate them,
make research on Internet.
We are the P.R. group: Giusy Scalise,
Mariantonietta Scalese, Roberta Mon-
teverde, Luigi Teti, Angela Barberio.
We take contacts with other schools
and local institutions.
The Graphics and Photos group, Italy.
The editing group of Umberto Sorace,
Calabria, Italy.
 ADIYAMAN ANATOLIAN
HIGH SCHOOL
We are the Press club of Adıyaman
Anatolian High School .
We meet every Friday and Saturday
after school.We spend a wonderful
time working together. All members
in our group are very glad because
they can contribute to this European
project.
Sıla Nur Kumru (15), (16), Gazihan
Kolat (16), Eda Hazal Arbun (15), Cu-
mali Aydın (17), ayşe Akın (14), Filiz
Baykuş(16) and our coordinator tea-
cher ErcanYücetaş
Members of the Press club of Adiyaman School,
Turkey.
COLLEGE JOSEPH
LAGROSEILLERE
Hi !
We are the press club of Martinique.
As you can see on the photo, there
are plenty of us !
Latouche Leslie (14) ; Emilie Bous-
quet(14); Céliane Romany- 14 (the
dictionary of the group !); Annie-
Claude (14); Jehan-Fabien Denis-
Jean(14); Gaetan Joly (14), July Myr-
til (14); Rachelle Renard (14); Youri
Melicine (14); Ayla Mongès (14); Ra-
chelle Drané (14); Julie Sylvanise (14)
(our secretary !).
Vincent, Johnny, Yanis, Alexis, Cora-
lie, Anthony, Mélissa, Mathias, y Wi-
lliam help us as well.
We meet every Tuesday with the Spa-
nish teacher, and every Thursday with
the English teacher. We speak about
the project, we exchange ideas and
write the articles.
We are very happy to be working with
you!
LISE-MEITNER GYMNASIUM
On the photo you see our group of the
school project ‘’Lise Meitner Press
Club’’ with our two teachers, Mrs
Mack and Mr Pfeifer.
On entering the 12th school year in
Germany, you must choose a so-ca-
lled seminar subject. You also have
to write a longer scientific homework
called seminar paper.
A lot of teachers presented diverse
seminar subjects, for example ‘’De-
sign’’, ‘’Computer Science’’ or ‘’Hu-
man Biology’’.
We all chose ‘’’Comenius press club’’
because we are interested in the En-
glish language as well as in writing ar-
ticles and meeting new people from
different countries.
V LICEUM
OGOLNOKSTALCACE
JAKUBA WEJHERA
Hi everybody. We are the Press Club
members. For now ther are 9 of us
but as you can see there are quite
a few people still hesitating about
joining in. We think it’s a matter of
time before they sign up. We meet
together with our English teachers
Mr. Lukasz Maj and Mr. Michal Obrocki
who help us correct mistakes!
We meet every week on Thursdays at
3pm after the lessons. We are very
happy and excited to be in the pro-
ject. Members:
Karol Sroka: ‘I’m 17. The project is a
good thing and I’m really glad I can
take part in it’
Bartosz Lokaj: “I’m a tall, blond hai-
red guy with grey eyes. My passion
is music: Metal and all bloodbathes
things, Jazz (especially Beop), Rock
and Blues. I also like reading books
and watching good films.’
Maciej Gryglewski: ‘I live in Bolszewo,
a village near Wejherowo. I like rea-
ding books and horseriding.’
Asia Leyk: “I live in Luzino. I’m 17. I
spend a lot of time in school. I work in
my free time. It’s all my life’
Patrycja Lipska: “I’m 17. As far as
I’m concerned the Comenius Project
is a great opportunity to get to know
people from other countries and their
culture, traditions, interests.’
Barbara Szymanska: “I’m 17. I’m a
second grade student. I consider the
Comenius Project an interesting way
of interaction between young people
who study English. It’s a great oppor-
Get it! The European Feeling · 5
Press clubs
Occasionally some other pupils join us
and write articles with their teachers VECHTDAL COLLEGE
according to the current happenings.

tunity for students to develop their

practical learning skills by doing tasks
connected with the magazine.’
Magdalena Muzyka: “I have decided Here is our editorial team: from left
to participate in this project because to right: Vera, Janet, Jenet, Anouk
I like making new friends, especially and Jazmine, standing at the back
from other countries. I was in this Roy.
kind of project earlier. I think that
exchange lets us know cultures and
people from other countries. I belie-
ve it will leave just nice memories ZDRUŽENÁ STREDNÁ ŠKOLA
and will widen our skills a lot.
Aleksandra Taciak: “I have decided
to participate in this project because The Press Club of College François Mau-
I’ve already been in this kind of ex- riac invites you to visit our e-journal:
change. This is an amazing opportu- www.ejournal.fi/mauriac
nity to make new friends, learn about
foreign culture and get to know how
ordinary day of teenagers in other
countries look like. That kind of pro-
jects largely widen our skills at com-
municating in foreign language, teach Anyone interested can join the Press
a lot of new and sometimes suprising Club.
things. Aleksandra Tempska: “I’m in- BESSENYEI GYÖRGY
terested in the Comenius exchange Written by Cémentine Maille, Marine
because I would like to get to know Letourneur, Coralie Jouary, Aymée
other cultures better” Bonvarlet, Mélanie Hétru, Valentine
Dupuy and Léa Cabrol.

COLLEGE
FRANÇOIS MAURIAC
Open on Mondays and Thursdays from
12:25 to 13:25, the Press Club welco-
me all pupils interested in writing ...
For the time being, we are 13 jour-
nalists, only girls, helped by 2 adults.
Each of us has her own temper but
helping each other and working toge-
ther is a priority so there is always a
good atmosphere.
We offer articles and interviews,
which are mostly published each term
in our paper journal which is sold 50
cents. Other articles are posted on
the school ejournal : www.ejournal.
fi/mauriac
6 · Get it! The European Feeling
 Survey results
What is next?
survey results from all schools
All the data from the survey will be a driving force to the development of the next issues of G@t it.
Here are the results of four of the ten countries participating in this project:

As you probably know, the main goal
of G@t it is to provide our students
with an opportunity to speak their
minds, a meeting point where to find
any kind of information they feel in-
terested in and share ideas and ex-
periences with their schoolmates and
students from all over Europe. To do
so, we needed to know their inter-
ests. What better way to start than
with a survey just about their likes?
This survey was handed out to a num-
ber of students from ten different
countries and meant the first step to
let their voices be heard.
The results showed pupils are mostly
interested in leisure-related topics.
Fashion and affective relationships
are also among their own faves, whe-
reas they don’t go in for more serious
subjects such as politics or economics.
It’s interesting to note that actually
the choices from students in different
schools are quite alike. Although all
of them got the chance to add more
topics they felt close to, most ruled
out our porposal and stated that the
given subjects were enough.
Needless to say that all the data from
the survey will be a driving force to
the development of the next issues of
G@t it. Here are the results of 4 of
the ten countries participating in this
project.
Get it! The European Feeling · 7
Interview
Interview with
the language assistant
“Not everything that is different is wrong”
Andrea, Language Assistant at IES BAIX CAMP, REUS with
her students in the German class.
Have you travelled much?
I have visited many countries in Euro-
pe.
What countries in Europe?
I visited Austria, Italy, Spain, Portu-
gal, France, The Netherlands, Bel-
gium, England, Czech Republic, Hun-
gary and Malta.
Have you visited other continents?
I lived a year in the U.S.
What were you doing there? Tell us
about your experience
I took part in an exchange program. I
lived with a host family and went to
High School. I was like a typical Ame-
rican student. I had class every day,
played on the tennis team at school, I
got my diploma and I went to my gra-
duation. The greatest experience was
“prom.” It was like in the movies. I
wore a pretty dress, danced all night
and had lots of fun.
Would you like to know other con-
tinents such as Africa, Asia or Oce-
ania?
Yes. I’d like to see the whole world.
My objective is travelling as much as
possible and get to know different
people and cultures.
8 · Get it! The European Feeling
Out of all the countries you’ve visi-
ted, in which would you like to live?
In the United States for some years
but I would also like to spend some
time in Africa or Japan.
Why?
I like knowing different cultures, atti-
tudes and traditions. As a tourist you
do not see a lot of these. You have
to live in a country to understand the
people.
What did you find different in the
U.S. compared to Europe?
Many things. The way of thinking is
very different sometimes. What was
more unusual to me was that they can
drive at 16, vote and fight for their
country at 18 but can not drink alco-
hol until they are 21.
When you’re in the U.S. do you feel
more European than when you’re in
Germany?
Yes, much more. In my high school
there were six European students.
Me and another girl from Germany,
a French girl, a Belgian boy, and two
Spanish girls. Although we had diffe-
rent cultures they did not seem so
different compared to the American.
PROFILE
Andrea Schindler
Age: 25
Place of Birth: Regensburg,
Bavaria (Germany)
Languages: German, English,
French, Spanish and a little
Catalan.
Hobbies: Travelling, reading
fantasy books, skiing and
kickboxing
Favourite Music: Pop rock
and classical music.
And in Reus?
In Reus I feel very German.
Do you think there is a European
feeling that identifies all who live
here? I have the impression that the
European feeling is stronger in Ger-
many than here in Catalonia.
Do you think it is comparable with
that of the Americans? Not now. Ma-
ybe in 100 years we could reach that
point.
What stereotypes did you have
about Spain before coming? Have
they been confirmed? The typical
stereotypes we have in Germany
about Spaniards is that they are lazy,
they always have a nap, and that men
are very sexist. They have not been
confirmed but I don’t believe in ste-
reotypes. It is stupid to make overge-
neralisations. Each person is different
and has his/her own character.
Do you think the stereotype that
Germans are somewhat “square
heads” is true? May be some Ger-
mans are “square heads” but I think
it depends on the character of each
person.
 The European Feeling
What brought you to Spain? What type of music do people listen
I’m studying to be a teacher of En- to in Germany? UNITED IN DIVERSITY
glish, Spanish and German as a fo- American and English. People do not
reign language. In order to learn lan- usually listen to German music. Some
guages it is good spending some time bands sing in German, but the bands
in the country where people speak who sing in English are more suc-
them and it is also very interesting to cessful, for instance, Tokio Hotel.
know the customs of the country.
What’s the biggest difference you
Was it easy for you to learn Spanish? found living in Spain compared
In college I learned basically gra- to Germany? There are many, but
mmar, but when I really learned to what is hardest for me is to get used Symbols
speak was when I spent two months in to mealtimes. In Germany I have The 12 stars in a circle in the Eu-
Barcelona in a Spanish course becau- breakfast at 7, lunch at 12 and dinner ropean flag symbolize the ideals
se, after class, I could practice with at 6. Here, lunch is at 2 and dinner of unity, solidarity and harmony
native people. at 9. among the peoples of Europe.
And apart from mealtimes, what
What did you decide to be a langua- else? People are more open than in The European anthem is a part of
ge teacher? Germany. Beethoven’s Ninth Symphony. For
I love languages and I think it is good What is the difference between the the final movement of this sym-
phony, Beethoven set to music the
“The European feeling exists, but it is stronger “Ode to Joy” written by Friedrich
in some places than in others” von Schiller. Herbert von Karajan
wrote the instrumental arrange-
ments for piano, wind instruments
to be able to communicate with Spanish and German schools? The and symphony orchestra. When
people from other countries. Being a education system is very different. used as the anthem of Europe it
teacher can help students be able to Here everything is more informal, for has no words, but it represents the
communicate. example, in Germany students do not ideals of freedom, peace and soli-
call their teachers by their first na- darity for which Europe stands.
What do you like most of Reus? mes.
I like Reus because it is a small town Did you know that .....
and you can go everywhere on foot. What do you think of this project - Collectively, the EU is the largest
I am also very fond of its modernist that integrates different schools in contributor of foreign aid in the
buildings. different European world.
“G@t it! is countries? - Only 15 out of the 27 European
Do you like Catalan I think it is a fantastic Union countries have adopted the
food? What dishes do a fantastic idea. idea. It helps to know euro as their currency.
you like the best? It will help students people from different
Yes, I like it! But I like countries and also to
very much Spanish
to understand understand differen-
Origin of the name
Europe owes its name to a myth
food in general. It is different cultures. ” ces. Not everything of ancient Greece. Europa was a
very different from that is different is Phoenician princess. Zeus was cra-
the German cuisine. wrong. You only need zily in love with her. He turned into
to know the differences and then you a white bull to kidnap her and take
What is the traditional Bavarian forget about stereotypes and preju- her to the island of Crete
dish? dices.
Schweinebraten mit Knödel. A pork I believe that a world without preju- The European Union
stew. dice would be a better world. If the
Do you eat it on special occasion? project helps students to understand Area: 4,324,782 sq km
It is a typical meal on Sundays. The different cultures it is very good in Population 499,021,851 inhabitants
whole family gathers together with nowadays world. Density 114 inhabitants per sq km
grandparents and they spend the 27 member countries
whole morning preparing the Schwei- 23 official languages
nebraten (because it takes at least
3 hours to cook). But of course not INTERVIEW conducted by students
every German family does it! of 4 ESO, IES BAIX CAMP, REUS.

Get it! The European Feeling · 9

Debate
Comenius,
FATHER OF MODERN EDUCATION
Who was Comenius?
Johann Amos Comenius was born
in 1592 in Nivnice near the town of
Uhersky Brod. He was an important
philosopher, teacher, reformer and he
is as well one of the greatest persona-
lities of the Slovak and Czech nation
and Europe. During his life he worked
in many countries such as Poland, The
Netherlands, England, Sweden, and
Hungary.
Comenius stressed
learning in mother tongue,
natural education,
learning foreign languages
and collective education
equally for everyone.
Education for a better life
He considered the education as the
most important aspect of better life.
He elaborated a system of pedagogy
and science and turned it into pans-
hopic centre in his pedagogical wor-
ks The Didactics, Orbis pictus, Doors
to Languages Open, School as Play,
and Informatorium of kindergarden.
J.Amos Comenius, father of modern education
Born in 1592, he was an important philosopher,
teacher, reformer and he is as well one of the
greatest personalities of the Slovak and Czech
nation and Europe.
The conception of his pedagogy is ba-
sed on the thesis „omnes-omnia om-
nimo“/everyone-everthing-universa-
lly/. He pursued pansophic dimension
of education and have all men edu-
cated in everything vital for life. He
stressed learning in mother tongue,
natural education, learning foreign
languages and collective education
equally for everyone. In Comenius
understanding the purpose of educa-
tion is not only to be sought in lear-
Orbis Pictus, “The visible world” (1658)
by J.A. Comenius, the first true illustrated
book for teaching Latin. Photo: BESSENYEI
GYÖRGY, HUNGARY
Comenius included schools
and his entire pedagogical
system into the project
of the society reform
and the establishment
of a happier
and better world.
ning facts but also in wisdom which is
interpreted as the value of knowled-
ge and moral value. Comenius inclu-
ded schools and his entire pedago-
gical system into the project of the
society reform and the establish-
ment of a happier and better world.
ARTICLE SENT BY Združená stredná
škola, SLOVAKIA

THE IDEAL TEACHER... by Leslie Latouche y Rachelle Drané, Joseph Lagrosilliére, MARTINICA
“A good teacher knows how to deal patiently with the students’ ignorance and at the same time
how to dissipate it efficiently” J. AMOS COMENIUS

LE PROF IDEAL EL PROFE IDEAL THE IDEAL TEACHER

1. Aimable tu seras.
2. Les contrôles tu ne donneras pas.
3. Les devoirs tu oublieras.
4. Manger en classe tu permettras.
5. Bavarder tu obligeras.
6. Les portables tu autoriseras.
7. Les bonbons tu partageras.
8. Le carnet tu ne prendras pas.
9. Les bonnes notes tu distribueras.
10. Les piercings tu accepteras.
10 · Get it! The European Feeling
1. Amable serás.
2. Evaluaciones no darás.
3. Los deberes olvidarás.
4. Comer en clase permitirás.
5. Charlar en clase obligarás.
6. Los móviles autorizarás.
7. Los caramelos compartirás.
8. En los boletines nada escribirás.
9. Buenas notas distribuirás.
10.Los piercings aceptarás.
1. To students you shall be kind.
2. No test you shall give.
3. Homework you shall forget.
4. Eating in class you shall allow.
5. Chatting in class you shall require.
6. Using cellular phones you shall authorize.
7. Candies you shall share with students.
8. On our report books you shall not write.
9. Good marks you shall deal out.
10.Piercings you shall accept.

A hundred years DEBATE
As Comenius already said...
“Education is a very diffi-
cult word to explain. It
has a lot of meanings.
Education, among many
other things, is also what
happens at secondary
schools, although I think
that in fact that is taming
rather than educating.”
GERMÀ LÓPEZ
Teacher of Catalan Language and
Literature, CATALONIA
Debate
“The principle goal of edu-
WHAT IS EDUCATION? cation is to create men
“Education is the art of germinating the seeds develo-
who are capable of doing
ped inside every individual by stimulating them through
new things, not simply of
a variety of rich and suitable experiences, which have
repeating what other ge-
to be always felt as if they were new, even by those
nerations have done - men
who teach them”
who are creative, inventi-
ve and discoverers”
“Education is what we, “Behaviour, attitude and JEAN PIAGET
students, miss” academic knowledge” Swiss psichologist and pioneer
in the study of child intelligence,
REDOUANE KASSEMI, ANTONIO OLMEDO
1896-1980
Student, 17, CATALONIA Professor de Ciències Socials
“Education is: eyes wide open, tuned ears, a sensible Education should be aimed
touch, an open mind and overall a captivated mind willing at the full cultural growth
to be free.” of children.
JOAN GUTIERREZ, Pedagogist, CATALONIA PARENTS’ OPINION, ITALY

“When I was a student, pa- “Teachers get paid

rents did not play any role
at school. School issues
were solved at school, and
family and home matters
at home”
A neighbour from Reus,
77, CATALONIA
“When I was a teena-
ger parents were a bit
more interested in their
children’s school life, than
it is now. I have memories
of my mum, and I can com-
pare it with situation bet-
ween me and my 7-year-
old daughter. I know, that
here school route is very,
very long, but generally I
even now haven’t got time
to read with her, teach her
some new things etc. So,
that’s briefly how I see the
case.”
FATHER, POLAND
WHO ARE THE MAIN RESPONSIBLE
FOR EDUCATING?
“Education and learning should start at home.
Parents are responsible for educating
their children”
“Both teachers and parents
are responsible for educa-
ting young people”
JEAN CLAUDE BARST
Father and nurse (Martinica)
“Nowadays most of us
work out and sometimes
we travel to work and our
children often spend lots
of hours alone or with In-
ternet or TV at home. Fa-
mily has no more the edu-
cational impact that it had
in the past so they entrust
education of their children
to school where teenagers
spend most of the day.”
FATHER (ITALY)
“I think that especially
parents have the main
responsibility for develop-
ment of a child during early
childhood. Parents should
spend time with their chil-
dren , talk to them , make
them interested in science
so that when they will go
to school they’ll have basic
knowledge and understand
importance of education.
In my opinion nowadays
teachers take this respon-
sibility , because parents
have to deal with their own
problems particularly at
work, and they don’t have
time even to check how
it’s goes in their children
school.”
OLA, 17
Student, POLAND
for educating us
and they should do it!”
ALBERT HURTADO, 18
Student, CATALONIA
I agree with Mr. Comenius:
Education should start at
home!
JOSEP ANDREU
Math Teacher, IES BAIX CAMP, REUS
“A wise saying from so-
mewhere in Africa:
“In order to educate a child
the whole tribe is needed”
JOSÉ MIGUEL GARCÍA
Headmaster at IES Baix Camp
“The first ones to educate
us are parents. The second
ones are teachers. But if
we don’t do our share, it is
useless ”
BRYAN ALBIÑA
& VÍCTOR DE LA CRUZ, 14
Students, REUS, CATALONIA

Get it! The European Feeling · 11

Debate
I think that depends on “Sometimes we get over-
ON TEACHING AND LEARNING ... the teacher, the subject loaded with concepts wi-
“The proper education of the young does not about which we think and - thout being taught their
consist in stuffing their heads with a mass what’s the most important practical utility. Someti-
of words, sentences, and ideas dragged together – student’s liking or disli- mes they teach us things
out of various authors, but in opening up their un- king the theme. If some- you only remeber for the
derstanding to the world, so that a living stream body isn’t really interested day of the test and that’s
may flow from their own minds, just as leaves, in, for example history – he it. I think that in many sub-
flowers, and fruit spring from the bud on a tree.” will not try to understand jects we should be taught
historical facts and situa- to think.”
tions. And here is impor- PAU ORTEGA, 16
tant task for the teacher, 2n BAT Tecnològic
“Nowadays learning can “We just learnt con- who can try to make his
be too hard for students. cepts. The only subject or her subject interesting.
Students have to absorb in which we are taught I remember, that in junior
too much information, to think is Philosophy.” high school I was really bad I am a very big fun of this
but teachers don’t always NATALIA GARCIA, 16 at Physics, but because of quote by Einstein about
show what is the right way Student,17, CATALONIA nice teacher, who really lo- education:
to consolidate the infor- ved his job, I tended to like “Teaching should be such
mation in our mind. So and … understand it! that what is offered is
sometimes teachers want “Teachers try to teach FATHER, POLAND perceived as a valuable gift
to get too much from their us thinking skills, but we and not as a hard duty”.
students, but they can give don’t practice them” JOSE MIGUEL GARCÍA
too little to them!” NÚRIA LÓPEZ Headmaster at IES Baix Camp
EDINA TÓTH, ANDRÁS SÖRÖS, Student, 16 CATALONIA
BERTALAN BARTA
Students, HUNGARY “School should help us to develop our logical Teachers should offer us
and intellectual skills and to think about everything as their own knowledge,
teaching can not be based only on the memorization of instead of just reading
“At school teachers only contents. the text book in class. I
teach concepts. They do We think that most teaching is based just on mean, they should offer us
not teach us to develop memorization of rules and concepts but it is useless knowledge from their own
thinking skills” because each student can memorize lots of concepts “harvest”.
ROGER MASIP, 16 without understanding them.” PABLO MOLINA,
Student, 16 CATALONIA STUDENT, 17 ITALY Student IES BAIX CAMP, REUS

“I think schools nowadays “Teachers often think that

have failed in addressing ON DISCIPLINE... discipline is a condition
discipline. Young people “Children have to be treated by their parents with for learning, but it is more
feel they can do what they love, respect, and trust, but at the same time at- reasonable the other way
want, and they are sure tention has to be paid to the discipline and con- round: learning enables
that they are not punished. trol of their work and duties.” discipline ”
JOSE MIGUEL GARCÍA
FATHER, POLAND “I don’t support the use Director Ies Baix Camp, Reus
of corporal punishment at
I am against the use of
school, but one can resort
“Society has changed du- corporal punishment whe-
to it at home if necessary.
ring last decades and also ther at school or at home.
Improved communication
the educational methods Teachers should address
“Discipline problems are between teachers and stu-
are really different. The discipline by motiva-
due to the fact that there dents (or between) parents
discipline must be inten- ting the students. Accor-
is no balance. Some tea- and children) and mutual
ded not as external set of ding to one of my former
chers are extremely strict respect are two ways of
rules, which must be res- teachers, the best way
whereas others are too to- addressing discipline at
pected but as an agreed of keeping control is to
lerant. school AND at home.”
SERGIO GARCÍA MARCOS, and shared engagement” JEAN CLAUDE BARST
make the students work.
15 anys 3r ESO D TEACHER, ITALY Father and nurse, Martinica VIKTORIA KOI, HUNGARY

12 · Get it! The European Feeling


“All living humans
have the right
to acquire knowledge
and be educated.”
Zsolt Mester, 17
Bessenyei György High School, Kisvárda, Hongria
Who should be responsi-
ble for education?
All living humans have the
right to acquire knowled-
ge and be educated.
But nowadays, we mostly
fail to grasp this opportu-
nity, not taking knowled-
ge of the importance
of this right. The mass
media, peer pressure
and the things we see
every day are making a
pattern in our minds that
education has a lower
importance, if someone
wants to make a living.
But it is the duty of all
parents to give their offs-
“The mass media,
peer pressure
and the things we see every day
are making a pattern
in our minds
that education has a lower importance ”
pring a chance to evolve in
thought and set them
on this path and offer as-
sistance if needed. But ba-
sically it all depends on the
individual how far he/she
wants to take his/her edui-
cation or even take part in
education. Apart from the
individual, the teachers
can contribute to the per-
sons mental improvement,
or maybe make it decli-
ne or lose interest, but
thankfully this negative
factor commonly depends
on how the person tries to
handle the situation.
On the real meaning
and aim of teaching,
learning and education
Everyone has their ups and
downs if we look at area
of expertises, this applies
aswell to students. Some
tend to be more oriented
around nature subjects,
while othersaround human
subjects. Most of the edu-
cation is about memorizing
and understanding topics,
but unfourtunately this
memory based teaching,
leaves many to only recall
the topic for a shorter pe-
riod. Eventually they for-
get, making being an expert
in a field more demanding,
so it is understandable that
experts have to have an in-
Opinion
“Basically it all depends on the indivi-
duals how far they want to take their
education”
terest and passion to moti- do it mostly ends bad. Sin-
vate the brain to store the ce those times, our legal
information permanently. system has been refined,
“In my school years, the and there has been many
education was based on debates on whether such
the relation and rules in punishment could be used
subjects. Today I feel the- in bringing up children.
se bindings have loosened, Schools can still punish stu-
but students today have to dents who fail to meet the
study new and more topics disciple standards with bad
in bigger detail. Compared grades, but virtually can do
to my time, I say the youth little to change one’s per-
are receiving more pressu- sonality. That is why they
re year by year.” - said a point out the problem to
mother. the parents if the occasions
“Schools can still punish students who
fail to meet the disciple standards with
bad grades, but virtually can do little to
change one’s personality. ”
On disciple, behaviour become common. Afterall
at school the personality a child has
mostly reflects on how they
Having disciple has beco- have been brought up.
me one of the pillars of our It is questionable, that be-
etiquette system. In the cause these modern times
old days the use of we’re changing, but for
corporal punishment on better or worse? Compared
children guaranteed disci- to the old times, we could
ple and the urge of perfor- take example.
mance in schools.
But those times have fa-
ded, and fewer families
take advantage of these
measures, but even if they
Get it! The European Feeling · 13
Who we areJOSEPH LAGROSILLIÉRE,
Saint-Marie, MARTINIQUE
Our school is called “Collège Joseph Lagrosi-
llière”. It was named after Joseph Lagrosillière
because he was the mayor of Sainte-Marie, our
town, from 1910 to 1936.
He was the founder of the socialist party in
Martinique. Martinique is in the French West
Indies at the limit between the Caribbean Sea
and the Atlantic Ocean. Our school is located
on the north Atlantic coast of the island.
From our classrooms we can see the ocean!
The school was founded in 1964. Today the
number of students is 360, boys and girls.
We are 11 to 15 years old and from around
Sainte-Marie. We have about 29 teachers. The
school doesn’t have a website yet. The official
language in education in Martinique is French
but we are lucky because here we can learn
Spanish, English, Latin and Creole.
Well, Creole is one of our native languages.
We do many more things in our school from
7:30 to 4:30, Monday to Friday!!!
FRANÇOIS MAURIAC, Léognan,FRANCE
The college François Mauriac, opened in
1974, is located in Léognan close to Bordeaux,
among wineyards. The famous writer François
Mauriac gave his name to our college as he had
been living for 21 years in the region. Born in
Bordeaux in 1885, he went to Paris in 1906 and
became a writer and journalist.
It has 541 students, 277 girls and 264 boys.
All the students live in Léognan or villages
around. They are between 10 and 16 years old.
The school opens everyday from 8 A.M. to
16.30 PM, except Wednesdays from 8 am to 12.
40 teachers teach Maths, French, History,
Geography, Sciences, Technology, P.E. and fo-
reign languages.
English, our first foreign language, is com-
pulsory. From grade 8 we start learning a se-
cond language; we can choose between Spa-
nish and Italian. We can also learn Latin or
Greek, optional.
Clémentine Maille 3°B, Aymée Bonvarlet
6°C, Coralie Jouary 6°C, Mélanie Hétru 3°C
http://www.ejournal.fi/mauriac/
14 · Get it! The European Feeling
IES BAIX CAMP, Reus, SPAIN
Hello! We are students of IES Baix Camp. The
name of our school comes from a region from
Catalonia called Baix Camp. Our city, Reus, is
the capital of this region. Our school was foun-
ded in 1922.
We are 1145 students! 442 of them are stu-
dying ESO (compulsary education) and the
others are studying BAT or Vocational Training.
The students of ESO and BAT are between 12
and 18 years old. But do you know what? There
are students in Vocational Training that are ol-
der than some teachers!
Some students were born in Spain but there
are a lot of students from different nationali-
ties: Chinese, South-American, Moroccan, Ro-
manian...etc.
The official language is Catalan but we learn
other languages too: Spanish, English, German
and French. In BAT we can also learn Latin and
Greek.
Our school opens at 8 a.m. and closes at
10p.m. Do you want to know more about us?
Sergio Reyes, Carolina Ortega, Célia Algua-
cil, Adam Boulaich, Eloy Martín, Arnau Mon-
tañés. (1 ESO A)
www.iesbaixcamp.org
UMBERTO SORACE MARESCA,
Catanzaro, ITALY
Our school has that name because its founder
and first headmaster Professor Ugo Libri dedi-
cated it to his father-in-law “Umberto Sorace
Maresca” a great man, who spent all his life
helping children in their studies. He wrote in-
teresting books on the historical and social as-
pects of Calabria. Founded in 1961, it is situa-
ted in the south area of Catanzaro, in Calabria,
a region in southern Italy.
There are 366 students: 123 boys and 243
girls. The students are between 14 to 19. Most
students are from Catanzaro and its suburbs,
a few of them come from Morocco. There are
about 80 teachers. It is a Vocational School and
it offers two main courses: Business administra-
tion and Tourism. We study English and French
in all classes, and German and Spanish in the
tourism classes. School starts at 8.30 and finis-
hes at 13.10. We go to school everyday except
Sundays.
Marilena Placido, Mariantonietta Scalese,
Vitaliano Mancuso
www.iis-maresca.it
BESSENYEI GYÖRGY, Kisvárda, HUNGARY
I study in a high school its name is Bessenyei
György High School, in Kisvárda. The school has
got this name from 1922. Bessenyei György was
a great person who improved the Hungarian
culture and education, so we elected him as
the school’s deminator.
Now, about 780 students visit the school
every day, boys and girls equally. This young
people are teenagers, so they are from 15 to 18
years old. They are local, but a lot of students
come from the surrounding villages. A lot of
teachers are in this school too, about 78 men
and women help us in the studying. The stu-
dents may select a field of study, we can study
on mathematics, informatics, art and science,
languages and general divison. We learn lan-
guages in the school, for example;Italian, En-
glish, German and French, however, our offi-
cal language is Hungarian. The lessons start at
7.45 and finish at 13.15, and we have breaks in
the different seasons.
Zsófi Kapin 9.e
www.besi.hu.
Netherlands
Hardenberg
Neuenhaus &
Germa
Sainte-Marie
Martinique
Italy
LØognan
France
Catalonia Reus
 LISE MEITNER GYMNASIUM,
Neuenhaus, GERMANY
Lise Meitner was a very famous woman in
nuclear research and physics. She worked to-
gether with Otto Hahn, Nobel Prize winner in
Chemistry and a pioneer in the field of research
on radioactivity. The students of our school
could choose the name for the school themsel-
ves. The school board decided to choose a fe-
male name because of the majority of girls at
our school, and to draw attention to a woman
who did not enjoy the same kind of fame as
her male colleague Otto Hahn. It also emphasi-
zes the interest in natural sciences among our
students.
It is Neuenhaus. Neuenhaus is a part of the
Grafschaft Bentheim, in the north-west of Ger-
many. This county in Lower Saxony is near the
Dutch border.
Our school was founded in 1968.
We are about 1000 students in our school.
Their ages range from 11 to 19. The students
are all from the northern part of our county
called Bad Bentheim. Some have a long way to
school, up to about 25 kilometres!
Including the teachers from Uelsen, a branch
of our school in a neighbouring community,
we’ve got about 80 teachers.
Our school starts at 7:30 am. It finishes for
young pupils at 1 pm and for older students at
3:30 pm.
It offers different studies: natural sciences,
languages, social sciences, music and art.
Generally it is common in Germany to learn
English as a mandatory language from 5th gra-
de. At a Gymnasium everyone has to choose a
second foreign language, e.g. French or Latin,
which starts in 6th grade. In addition to that
every student can choose another language:
Spanish, Dutch or even Japane-
Wejherowie se.
Poland www.lmg-neuenhaus.de
Uelsen
any
Slovakia
Levice
KisvÆrda
Hungary
y by the teachers and trade foremen.
Catanzaro
Turkey
ADYAMAN ANATOLIAN HS,
Adyaman, TURKEY
The name of our school is “Adıyaman Ana-
tolian High school”. The school has got that
name because it was the first Anatolian school
in Adıyaman so it took the name of the city
directly. (Anatolian high schools are special
schools in Turkish education system. Our stu-
dents have to pass a difficult entrance exam
before admitting it.)
It is situated in the south east area of Turkey
in Adıyaman city.
Our school is quite modern, it was founded
in 1988.
There are 630 students in our lovely school,
approximately half of them are boys and rest
are girls.Their ages are between 14 to 18. Most
students are from Adıyaman and its suburbs, a
few of them come from rest of Turkey espe-
cially border cities such as Malatya or Maraş.
There are about 45 teachers in our school.
We study English in all classes and German in
11 and 12 classes.
The school starts at 8.00 and finishes at the
16.00. The students go to school everyday ex-
cept on Saturday and Sundays.
http://adiyamananadolu.meb.k12.tr
ZDRUŽENÁ STREDNÁ ŠKOLA
Levice, SLOVAKIA
Our Secondary school of business and servi-
ces is in Levice, South-West of Slovakia. With
its 120 years old history and 750 students the
school is the largest school in the region. It pro-
vides wide choice of vocational branches such
as a cook-waiter, pastry cook, hairdresser, ma-
son, painter, car mechanic, joiner, and plum-
ber. Students can choose among the branches
which directly end with maturita exam such as
a beauty stylist, business and trade in tourists
and hotel academy. Students who finish voca-
tional study can continue their studies in order
to pass maturita exam. Students with various
abilities and skills have an opportunity to join
different competitions and presentations wi-
thin Slovakia in foreign countries commanded
www.zssoaslv.edu.sk
V LICEUM OGOLNOKSZTAŁCACE,
Wejherowo, POLAND
The full name of our school is Zespol Szkol
Ponadgimnazjalnych nr 4 im. Jakuba Wejhera.
The school is named after Jakub Wejher who
was the founder of Wejherowo, the town we
study and some of us live in. A part ofZSP nr4
is V Liceum Ogolnokształcace which is the one
participating in the project. We are located
in Wejherowo, 50 kilometers from Gdansk.
Wejherowo is in the northern part of Poland,
within 30 – minute drive from the Baltic Sea.
Our school was founded in 1958, which
means it’s our 50th anniversary!
In V Liceum Ogolnokształcace, which is a
part of the project, there are 444 students.
We have mixed classes so boys study together
with girls. We are aged between 16 and 19.
The majority of students come from nearby
villages. The rest live in Wejherowo.
There are 68 teachers in the whole school
complex.
In V Liceum Ogolnokształcace there are all
in all 5 different classes.
Euroclass – German language oriented class.
8 hours a week. Biology and Sport class – bio-
logy, German and sport oriented class; Huma-
nities class – Polish and history oriented class;
Political science class – geography and social
studies oriented class; IT class – maths and IT
oriented class.
We also have so called ‘Eurogroups’ teaching
English, where students have 9 hours English
a week. Eurogroup students get prepared for
Cambridge Certificates such as PET and FCE.
We have Polish, English, German and Spa-
nish classes. We study from Monday to Friday.
Everyday lessons start at 8 am and we study
for no more than 8 hours so we finish at around
3pm. We sometimes start later and finish
around 5pm.
http://www.zspg4.wejher.pl/
VECHTDAL COLLEGE
Hardenberg, HOLLAND
Our school is in Hardenberg, in the north-
east of Holland. It was founded in 2000. There
are more than 2000 students, boys and girls.
The students are 11 to 18 years old. The stu-
dents are from Hardenberg and towns and vi-
llages near Hardenberg
There are 200 teachers. VMBO, HAVO and
VWO (all levels of secondary education). Stu-
dents learn French, German, Dutch and En-
glish. Our official language is Dutch. School
starts at 8.00 and finishes at 15.30.
www.vechtdalcollege.nl
Get it! The European Feeling · 15
Contribution

OLPC (One Laptop Per Child) is an education SPECS

project initiated by Nicholas Negroponte in • Approximate dimensions:
2005. A former MIT professor, he has been 242mm×228mm×32mm;
leading this project full time for the last few • Approximate weight: 1.45KG
years. So what is OLPC? As the name suggests, with LiFeP battery; 1.58KG
it’s about giving one laptop to every kid in with NiMH battery
the third -and first- world. Lately, his project • Battery Capacity: 22.8 Watt-
has been known as the “one-hundred laptop hours (LiFePO4); 16.5 Watt-
project”, because that’s the price that he in- hours (NiMH);
tends to sell his computer to governments. • Configuration: Convertible
This computer will be exclusively distributed laptop with pivoting, reversi-
by the government to the kids and teachers, ble display; dirt- and moistu-
for free. This is the key to the success of his project. He says that this is the re-resistant system enclosure;
only way to reach the kind of volumes that will lower the prices enough. To no fan.
obtain such a low price, the computer has to have certain characteristics, • CPU clock speed: 433 Mhz;
quite uncommon for normal computers. • 256 MiB DRAM memory
• Storage: 1024 MiB flash me-
But this isn’t a stri- mory
pped-down toy com- • Drives: No hard disk drive
puter, he insists. In • 3 USB 2.0 ports
fact, the computer, • Mesh Wireless network
which exists and has • Video camera: color camera;
already been distri- 640×480 resolution at 30FPS
buted, is quite an im- • Mic and speakers
pressive machine: it’s • 7.5” Dual-mode TFT display
very small, of a size • Screen: 152.4mm × 114.3mm;
of a single book, very • Resolution: 1200 (H) × 900 (V)
solid (it won’t break resolution (200 DPI);
if the kid drops it),
it contains no moving
parts (the most fra-
gile parts of a com- A real project, with thousands of
puter), weighs a bit computers all over the world
less than a kilogram,
can run many programs, including games, has got a battery autonomy way
larger than any laptop on the market, can be recharged by hand or che-
ap solar panels, has got a camera and mic, can support both very hot and
very cold temperatures and last but not least is fully equipped with wire-
less connectivity. This last feature is one of the many innovations shipped
with the OLPC. Because the project has to deal with zones almost deprived
of internet connectivity, the OLPC features what is called a mesh network:
each computer can receive and emit wireless internet in the same time for Khairat school , Khairat-Dhangarwa-
another computer thanks to its two antennas. This way, kids close to wireless da Village, Maharashtra, India
16 · Get it! The European Feeling
 Solidarity
signals can re-send them to their friends a few hundreds meters from them,
who will send them to their friends a few hundreds meters further, etc. This
way several villages can be connected thanks to a singe internet connection.
Furthermore, this works even when the computer is off. This creates an ad-hoc
mesh of connected teachers and pupils, who can send files to each other, draw
simultaneously on a virtual white board, exchange messages, etc. All this is
based on state-of-the-art Open Source software, providing a huge amount of
free software, and the freedom to create and modify software for one’s own
needs. Another great feature is a double screen, which can be used either as
a normal screen or as a black and white ebook reader with a very low power UN Palestinian Camp,
consumption. As you can see, all has been thought for harsh conditions, with December 4th 2008
modest characteristics, which makes it a realistic project.

Nicholas Negroponte insists that “this is not a computer project, this is an

education project”. To those who say that children in third world countries
need food, not computers, he answers that his project can change these coun-
tries in a much deeper way than subsidised food can. In fact, when you start
connecting people they find their own way of taking care of themselves. Kids
can share information and knowledge and find new ways of helping themselves
and their families with the help of teachers and other kids. Fields experiments
have shown that kids knew instinctively how to use the computer, and even Quibdo - Chocó - Colombia
started to create some simple programs with a software creation tool included
in the computer. Sharing knowledge can increase their self-confidence ten-fold
and in the same time provide them with new ways of thinking.

Nicholas Negroponte is neither an utopist nor a billionaire. He pretends that

this is possible because he knows both the dynamics of computer sales and tho-
se of large non-profit organisations. He has contacted many governments and
has started distributing his computers. He had another peculiar idea: the Give
One Get One program. The idea is simple: someone in the first world buys two
computers, gets one and the other one goes to a child in the third world. This
operation, which took place on Fall 2007 in the US, got a tremendous success
Ulaanbaatar, Mongolia
with more than $2M donations per day for more than 90 days. For this Christ-
mas he launched the second edition of the Give One Get One Program. Right
now, the computers are sold $200, which is more than the projected $100, but
will decrease with volumes.

While this is a fantastic project for third world countries, one can think of it
for the first world as well. In fact, not all children in Europe or the US have
their own private computer, easy to use and to carry to school. This project
could find its place in European countries, where furthermore the price for the
governments would be relatively much cheaper. Let’s hope that our leaders
listen to what Nicholas Negroponte has to say about computers and education, Altos de Cazuca, Soacha,
and hope for the best. Not to mention that the more countries adhere to the Cundinamarca, Colombia
program, the more the price will drop for all countries including third world
ones. Help yourself, you’ll help others!

As for now, on an individual scale, rush and get yours now, helping a kid in the
third world! Buy one for your child, talk about it at school and in the family!

Contributed by Stéphane MOR (stephanemor.com)

Links: A preview of XO 2, the next

The project´s main web site: http://laptop.org computer of the project
Some nice pictures of the kids http://flickr.com/photos/olpc/
The “Give One Get One” program http://www.amazon.co.uk/gp/product/B001LDQWJI
A presentation video ttp://www.ted.com/index.php/talks/nicholas_negroponte_on_one_laptop_per_child.html

Get it! The European Feeling · 17

Getting to know...
AROUND THE WORLD Des de temps remots, un dels aspec-
tes que ha identificat cada cultura
són les celebracions. Per motius re-

in 1o CELEBRATIONS ligiosos o espirituals, per a recordar

o simplement per tenir una bona ex-
cusa per a reunir-se i compartir amb
From a very remote time, an aspect that identifies each culture is the celebra- els més propers, conèixer una cultu-
tions. Due to religious or spiritual reasons, in order to look back in time or just ra implica també saber per què, què,
because celebrating is a good excuse to gather and share with your near and com i quan celebra. Aquest article,
dear ones, knowing a culture also implies getting to know why, what, how and realitzat a partir de les aportacions
when they celebrate. This article, based on the contributions by the students dels alumnes del projecte, ens con-
who cooperate in this project, serves as an example of the cultural richness of vida a conèixer la realitat cultural
Europe and the whole world. d’Europa i del món.

CHRISTMAS IN CALABRIA
“A Strinna”
One of the most popular Calabrian tradi-
tion is “A Strinna”(la Strenna), that cons-
tists of offering small gifts to our relati-
ves or friends. This custom dates back to
the Roman period when it was a sign of
prosperity and joy to offer some bunches
of green branches, cut from some woods
dedicated to Strenia the goddess of fortu-
ne. Later the branches were substituted
by some apples or dried figs and the name
Strenia changed into Strenna.
During the Christmas period some bag-
pipe players called “Strinari” play and
sing popular Christmas melodies, wal-
king around the villages and when they
Bagpipe players “Strinari”
knock at doors people invite them to
come in and they play their song in front
of your Crib in honour of the Holy Child
;then they wish them prosperity and pea-
ce and they receive a “strinna”, usually
“nu’mustacciolo”, a typical cake made
with honey or “na’crucetta” a sweet
made with dried white figs, filling with
almonds or walnuts.
The Crib
Our greatest tradition is Making the Crib.
Every family builds its own Crib using
wood, paper, carton or cork. Shepherds,
craftsmen, farmers in clay are placed in
a small pastoral scene where the Nati-
18 · Get it! The European Feeling
vity has the central part. On the Christ- Fireworks for New Year’s Eve
mas Eve, at midnight the head of family New Year’s Eve is pretty different from
or the grandfather puts the Holy Child in the traditional, contemplative Christ-
his hands and each member of the family mas. Many people celebrate the end of
kisses him, before laying him down in the the year (and the beginning of the new
manger. one) rather with their friends than with
Everything into the representation of the their family. To pass the time till midnight
Nativity, has a symbolic value: the cows- people play little games and –most of the
hed represents poverty; Joseph is the time- they’re just eating, because there
intellect: rather than being jealous and is a dinner chosen which can take seve-
repudiating Marie he accepts God’s will. ral hours (you’ll just eat little servings of
The cow represents the principle of ge- everything, so you have to keep eating for
neration (it is the symbol of fertility in a while). Before midnight everyone goes
Egypt), the sexual strength; the donkey outside to get ready for the fireworks.
represents the lower human personality Then the countdown starts. When the old
and nature. year is over, people wish each other a
Their presence into the crib is very impor- good New Year and then the fireworks be-
tant: Their breath is life. They blow on gin. The last firework isn’t, of course, the
the Jesus Child, and heat him with their end of the celebration, in fact, the party
breath like God has blown spirit(life) to will sometimes go on till dawn and that’s
the first man . why the next day is kind of quiet, because
everyone is still asleep.
CHRISTMAS & NEW YEAR’S EVE
IN GERMANY
A big family celebration
Christmas is a big family celebration in
Germany. Normally, you get your presents
on the evening of the 24th of December.
The following two days are spent with the
rest of the family (grandparents, etc.),
because they are public holidays.
On Christmas Eve many people go to
Christmas worship in their churches. Af-
terwards, there is a big dinner and when
it’s finished you spend the rest of the
night enjoying your new gifts.
There are two typical kinds of Christmas
dinners: Type one is a traditional meal
with something like goose or other kinds
of roasts, potatoes and vegetables.
Type two is a simple meal with sausages
and potato salad.
Typical Christmas Symbols
Of course, we have the typical Christmas
symbols, too: a decorated Christmas tree, Decorated Christmas Tree and candles, , typi-
many candles, Santa Claus, snow (even if cal symbol in most Germany and most Euro-
pean countries.
it’s fake snow), bells, etc. And, surely,

CHRISTMAS IN POLAND
A kind of magic
In Poland, Mommys prepare twelve
traditional dishes, mostly made of fish.
Christmas in Poland are one of the most
important periods in the year. Members of
families that live away from each other
meet and spend a few days together. For
some of them it’s the only chance to do
it. We can feel a kind of magic in the air
when the snow is falling, the lights on the
christmas tree are shining and the tasty
dishes are waiting to be eaten. Mommys
prepare twelve traditional dishes, mostly
made of fish. Kids always look forward to
get the gifts that usually wait under the
christmas tree. They are sure that Santa
Claus brings them all every year. There is
a tradition to leave one empty plate for
an unexpected guest.
Time for fun
The New Year’s Eve is always a loud and
full of fun night. We welcome the new
year with noisy and colourful fireworks,
drinking a toast, wishing the best to each
other and partying until morning. Some
people might be sad during that night, be-
cause of the end of a good year, but some
of them hope the following one will bring
them something better. It’s a time for fun
and memories at the same time.
other cultures
Sinterklaas in Holland
Who is Sinterklaas?
Sinterklaas is the Dutch name for Saint Nicholas
(271 AD-343 AD). St. Nicholas was a bishop of the
Greek Orthodox church who lived in Myra in Ana-
tolia which is now called Turkey. According to the
legend he saved his town from starvation, he re-
vived three dead children and he offered dowries
to very poor girls. Sailors started believing in St.
Nicholas because three sailors swore that he had
calmed a very rough sea when they were at sea
and in trouble because of bad weather conditions.
Celebrating Sinterklaas in Holland
In Holland the name given to St. Nicholas is “Sin-
terklaas”. The Dutch people believe that Sin-
terklaas comes from Spain because they probably
heard the original story from Spanish sailors. In
Holland St. Nicholas rides on a white horse. In the Patron saint of sailors as well as the city of Amster-
dam. St. Nicholas is now a very old man. He has a
Netherlands Sinterklaas arrives in his steamboat white flowing beard and has a long metal staff. He
from Spain on the 17th of November. There are wears a hop’smiter (regal looking head-dress) and
many songs about his arrival. After he arrives with a red cape.
his white horse and his helpers he goes all over the
country and is televised as well. When Sinterklaas
arrives in Amsterdam, he begins his tour at the Dam square. All the children gather in the
square and Sinterklaas shakes their hands and his helpers throw lots of sweets into the crowd.
What children and parents do at home?
From the 18th of November the children in Holland start singing Sinterklaas songs in front of
their chimneys at home. Every evening the children put carrots or apples in their shoes and
a bowl of water for Sinterklaas’s horse. Children believe that Zwarte Piet climbs into their
homes every night through the chimney to take the food put and drink that has been placed
by the kids.
Saying goodbye to Sinterklaas
After December 5th Sinterklaas goes back to Spain on his steamboat.The children hopefully
got the presents that they were longing for and are now happily waiting for Christmas. Usua-
lly, children get a few hours off in the morning of December 6th. School starts a little later
and they have a few hours to play with their new toys.
Tió de Nadal and New Year’s Eve, CATALONIA
By Judith Millán Iglesias and Lorena Arévalo Turrillo 2nB, IES Baix Camp, REUS
“Tió de Nadal” is a tradition of the Catalan mythology. The Tió is a tree trunk.
We decorate it and on Christmas Eve we sing a song, we make it “shit” and within
seconds we receive a gift from it.
How do we celebrate it at home?
A week before Christmas I put the Tió
in the dining room and I put a small
blanket and a Santa Claus hat on it.
Every day we give it a little food and
after a while it is not there anymore.
The tió has eaten it!
Isn’t that strange?
On Christmas Eve, to be exact on Dec-
ember 24th, the whole family meet to-
gether to make the Tió “shit”. Children take a stick and we sing a song while we hit
the tió with the stick. And after a few seconds we look under the blanket and there
are many, many gifts. Finally there is a good dinner and we have lots of fun.
On the night of 31st December my whole family meets at my grandparents’
home. We prepare a good dinner, then a few minutes before midnight we sit at the
table and turn on the television and we are all ready to eat our grapes .... and the
countdown starts for the next year. When the chimes are over we stand up and wish
each other a new year full of happiness and joy.
.
Get it! The European Feeling · 19
Getting to know...
CHRISTMAS IN THE CARIBBEAN, MARTINICA
By Julie Sylvanise, Leslie Latouche LESLIE LATOUCHE (3ème2),
Céliane Romany, Ayla Mongès y Mathias Pancrate, Collège Joseph Lagrosillière

If you come to Martinique for Christmas,

don’t forget your swimsuit!!! Here it’s
hot and sunny and you can admire the
magnificent sight of sugar-canes in full
blossom and of “fleuri-noël”, a shrub
that becomes white like snow in Decem-
ber.

Christmas is the occasion for us to meet

and to have fun with friends and fa-
mily. We can savour lots of dishes typi-
cal of the West Indies: black pudding,
“pâté salé” (small pork pies), Christ-
mas smoked ham (glazed in pineapple),
special Christmas beans called “pois
d’Angole”, pork stew and yam.
We can also savour more European
dishes such as foie gras, (duck liver,
made in France but also in Martinique),
smoked salmon (Norwegian!) or roast
turkey with chestnuts. Above, Sugar cane flowers; Filao, the local Christmas tree in Martinica.
We can’t forget the tasty Christmas Below, Christmas pork stew; Schrubb, typical liquor.
“shrubb”, a typical liqueur from here,
our home-made coconut punch and go-
oseberry syrup as aperitifs. We don’t
have a specific dessert for Christmas but
at day break we can have the famous hot chocolate in which we dip some pastry called “Pain au beurre”.

Christmas is also that time of the year when we get to sing and dance together in homes decorated with thousands of
lights and garlands. We make our cribs and decorate our Christmas trees, some of which are European fir trees, but we
also have our local Christmas tree, the beefwood (‘filao’).

SOME ADVICE FOR THE NEW YEAR! Our Christmas songs

By Rachelle Renard y July Myrtil
By Annie-Claude Barst and Emilie Bousquet (3ème2) From the end of November to Christ-
mas Eve, friends and family get toge-
ther to sing Christmas hymns. During
Do you want to have money all year round??? these gatherings “Ti-bois”, an instru-
ment made of bamboo, and drums are
On January 1st, if you are given oranges or tangerines, KEEP the pips care- played and we clap our hands to the
fully and put them in your purse!!!!! You will be rich for the year!!! rhythm as we sing along.
Some of our favourite hymns are : Mi-
Do you want to start the New Year on the right chaud veillait, Joseph mon cher fidèle,
Dans le calme de la nuit, etc.…
foot??? Michaud veillait (bis)
Well, some of us bathe in the sea on 31 December at midnight on the dot La nuit dans sa chaumière,
Près du hameau (bis)
to get rid of the negative thoughts and vibrations of the year just pas- En gardant son troupeau,
sed!!!...Or so they say!! Le ciel brillait (bis)
D’une vive lumière,
Il se mit à chanter :
Je vois, je vois,
L’étoile du berger

20 · Get it! The European Feeling


AÏD al-ADHA,
The festivity of sacrifice
By Fatima Acharao,
Hatim Lajadar
and Saadia Loukili, 3r ESO D,
IES Baix Camp, REUS, CATALONIA
What is it?
At this time of year the most important fes-
tival for Muslims is Aid al-Adha, the festivity
of sacrifice, which recalls the time when
Allah, according to the Koran, wanted to
test Abraham and asked him in dreams to
sacrifice his son Ishmael. Abraham accep-
ted, but at the time it was about to sacrifi-
ce his son, Allah appeared and asked him to
sacrifice a lamb instead of his son. .
When?
The festivity of the sacrifice is not always
celebrated on the same date because it is
celebrated according to the Muslim lunar
calendar, in the month of Doulhija, ranging
from a new moon to the next. In 2008, for
example, we held this party on December
9, but other years it was in January or Fe-
bruary.
How?
It is the season of the pilgrimage to Mecca
and also a day of great family reunions, but
the ones who can not go to Mecca also ce-
lebrate it.
We and the festivity
of the lamb
We are from Morocco, but now we
live in Catalonia and we celebrate this
festivity as follows: In the morning
we have cakes, tea and pancakes for
breakfast. Then, old and young are
going to pray at the mosque. When we
lived in Morocco, we used to go to the
countryside to sacrifice the lamb in the
name of Allah, but here in Reus, our
father buys the lamb to a farm (a lamb
costs around 200 Euros) and he sacrifi-
ces it there.
“If you want you can watch how they
do it, but I do not watch because I do
not like to see the blood” says Fatima.
Saadia doesn’t like seeing blood either
but she says that “in the movies you
can see much worse things.” For Hatim
the most important thing is the family
meeting.
The father brings the lamb home and
we all cook the meat. We make lamb
with cous cous, lamb tagin, and so on.
At lunchtime everything is on the ta-
ble. After lunch people get out to greet
neighbours and relatives. It is also a
tradition to wear new clothes on that
day.
other cultures
Traditions in our region: ‘KLOATSCHEETEN’.
By Tobias Tien, Lisa Meitner Gymnasium, Neuenhaus, GERMANY
One tradition in our region is it to play “Kloatscheeten”.
The main season is the winter time. You have got two teams
with a fixed order and distance. Then somebody starts the
game by throwing a disk (in the shape of a Dutch cheese)
made of wood along a street. Then someone from the se-
cond team throws the disk. Then it’s the first group’s turn
and so on.
The winner of the game “Kloatscheeten” is the group which
has thrown the disk the longest distance.
But the main thing is it to have fun. During the game you also drink beer and spirits
and you eat cheese and sausages.
When the game is over you go into a restaurant and celebrate there with your
friends. The traditional meal to eat after this game is called ‘Grünkohl mit Pinkel’
(green cabbage with smoked sausages and potatoes).
How do you say Happy New Year in different languages?
Happy New Year 4707!
By Tere Moreno, 1 BAT and Lixuan Feng, 3D,
HOLIDAYS AND FESTIVITIES. IES Baix Camp,
DIFFERENCES BETWEEN Reus, CATALONIA
EUROPE AND BRAZIL
By Kiara Lópes, 3r D, IES Baix Camp, The most important festival for the Chinese
is New Year between January and February. It
Reus, CATALONIA
is the first day of the first lunar month and it
lasts 15 days. On 7th February 2008 year 4706
Brazil is a country in South America began.
where we celebrate Christmas by doing The legend says that one winter night, many,
the same things all over Europe: mee- many years ago a big bad monster destroyed a
ting with the family, eating, giving pre- Chinese village. The following year the mons-
sents, Papai Noel, and so on. The main ter returned, but people frightened him with
difference is that Brazil is not cold in red fireworks and making noise with drums and
winter. On New Year’s Eve, for example, dongs. Since then, we believe that red brings
good luck and scares evil.
we go to the beach. A few days before the festival, people clean
What is also very different is the ho- and paint their houses, and throw old things
lidays. Our long vacations are on the away. To celebrate this event families meet
months of January and February and and eat fish, shellfish, and a lot of good things.
the new school year does not begin un- There are dances and dragons in the streets.
til early March. In the summer, we only Parents give their children a red envelope, ca-
have 15 days of holidays, from 14 to 30 lled “Hong Bao” with money. On the last day
June. there is a parade of lanterns, called “Yuanixao
Jie” and all streets are lit with lanterns.
.
Get it! The European Feeling · 21
Cooking
CHRISTMAS RECIPES FROM FRANCE
MARTINICA FRANCE
By Clémentine Maille and
RAGOÛT DE PORC DE NOËL Amanda Foucher,
par Julie Sylvanise (3ème2) FRANÇOIS MAURIAC, Léognan

*Hacher les épices: ail, oig-

INGREDIENTS: non, piment, persil, oignon BOUCHE DE NOEL
1,2 kg de viande de porc pays.
200g de lard *Couper la viande en mor- For 6 persons
3 citrons verts ceaux. Assaisonner avec du (must be prepared the day before)
Piments citron. 250g chestnut purée
4 ails *Dans une marmite avec de l’huile, laisser cuire 200g dark chocolate
2 oignons la viande à feu lent. 125g butter
Persil *Ajouter le lard. 2 table spoons icing sugar
10 cl de vinaigre *Ensuite les épices, en petits morceaux et re- 1 – Melt the chocolate in the mi-
4 oignons pays muer le tout. crowave for one minute
Piment, sel, thym *Presser le jus de citron. Ajouter de l’eau. Saler, Add the butter cut into dices
3 clous de girofles poivrer. Stir until the butter is melted
*Laisser mijoter pendant 40 minutes. 2 – Add the chestnut purée. Stir
Et savourer le merveilleux parfum du ragoût de well.
Noël qui se répand généreusement à travers la 3 - Line a cake tin with grease-
cuisine! proof paper and pour the blend
into it.
4 – Leave in the fridge overnight.
PÂTÉS DE NOËL 5 – Turn out the Yule log in a long
Par Jehan-Fabien Denis-Jean, Youri Mélicine (3ème2) dish.
Remove the paper.
INGREDIENTS: Shape it like a log with your
fingers and you can draw lines
250g d’échine de porc with a fork.
2 cuillères à soupe de vinaigre 6 – Sprinkle with the icing sugar
4 cives for the snow effect.
1 citron vert Good appetite!
3 gousses d’ail
2 feuilles de bois d’inde
Quelques branches de persil
Thym
1 piment
1 jaune d’œuf
Sel et poivre
Hacher la viande après l’avoir lavée au vinaigre Verser dans une
casserole ; ajouter cives, ail, bois d’inde, piment. Saler, poivrer. Faire
roussir le tout pendant 15 minutes dans un peu d’huile.

Préparer une pâte brisée. Découper des ronds de pâte à l’aide d’un verre
.Mettre un peu de farce au centre. Les recouvrir en pinçant les bords;
badigeonner d’un jaune d’œuf mélangé à un peu d’essence de vanille
.Mettre au four pendant 25 minutes

22 · Get it! The European Feeling

 Breaking News
2nd year students of Business and Adminis-
tration Vocational Training in front of the
main building of the Barcelona Stock Market.

CAUSES
OF THE CRISI
We believe that this financial crisis
is due to:
• Banks have been lending mo-
ney to people who later proved
they could not give the money
back.
• Firms used to produce much
more than needed.
• Excess consumerism

THE STOCKMARKET Evolution of the international

stock market from Jan. 2008

and the CRISIS

AMERICA
Canada  S&P/TSX -41.75%
US  SP 500 -42.44%
Students of Business and Administration examine the causes of the cu-  NASDAQ 100 -45.91%
 NASDAQ COMPOSITE -45.50%
rrent financial crisis and propose a list of measures to overcome it.  DOW JONES INDU. -36.85%

EUROPE
When our students visited the Bar- GERMANY  TECHN. ALL SHARE -51.86%
 DAX Xetra -43.42%
celona Stock Ex- We believe that this
change Building, “More help to private financial crisis is due
BELGIUM
SPAIN
 BEL 20
 Ibex35
-55.22%
-41.80%
they thought they individuals and not to to: FRANCE
ITALY
 FTSEurofirst 80
 CAC 40
-46.65%
-43.69%
would find a bigger • Banks have
building, a crowded
companies is required. been lending money
HOLLAND  MIB 30 -49.27%
UK  AEX 25 -53.31%
room full of people Companies should to people who later SWITZERLAND FTSE 100 -35.52%
arguing, shouting, reduce their benefits proved they could  SMI -33.42%
shaking papers and not give the money ASIA & OCEANIA
so on, but it turned before dismissing their
Hong Kong
back. Japan
out to be a still and employees.” • Firms used to HONG KONG -51.43%
silent place full of produce much more Nikkei 225 -48.23%
large screens where lots of numbers than needed.
were displayed. • Excess consumerism. companies would need more emplo-
yees and would contract new people.
We could make out lots of numbers in The students of this year have pro- • Private individuals and com-
red. The guide told us that red means pounded a list of measures to avoid panies must be lent more money.
that firms see drop in Market value. this crisis from keeping sending lots • Companies should reduce
On the contrary, numbers in green of people to the dole. their benefits before dismissing their
mean that firms raise in value. • More help to private indivi- employees.
duals and not to companies is requi-
That red colour was also a sign of the red. STUDENTS OF 2nd year of ADMINIS-
current financial crisis that is sprea- • If salaries went up, workers TRATION AND BUSINESS Vocational
ding all over the world. could consume much more and then Training, IES BAIX CAMP, REUS.
Get it! The European Feeling · 23
Feature report
G@t it is born!
Not even a year ago, representatives of 12 European schools met
at IES Baix Camp, Reus, to prepare this project.
Here’s a photo report on how G@t it! was born because, as you know:
AN IMAGE IS WORTH MORE THAN 1,000 WORDS!

SCHOOL TOUR

Maite translates the welcome message from the headmaster
of IES Baix Camp when the representatives of the schools
arrived in Reus. From left to right: Mylène (Martinique), Fa-
bienne and Dominique (France) and Jan Kluch, headmaster
of the Slovak school.
Visit to the Computer Science classes. Jan Cees, an ex-
pert in computer science from the Dutch school, asks
the teacher Rosa all about the virtual classrooms.

Visit to the English class 2nd BAT with teacher

Marja Ritterfeld, an English teacher from the Dutch school, Miquel Arcas.
gets her grade from a few students in 1st BAT.

24 · Get it! The European Feeling

 Prep visit
THE GREAT MEETING...

Josep Lluis, Head of Studies of IES Baix Camp makes everybody be quiet and work
- Maite translating into English, Conchita into French-, and the teachers from all over Europe!

TIME OUT FAREWELL

But not everything was meetings! There

Òdena meditates alone, contemplating A dinner in many languages.
was also a visit to Tarraco with an English
the historical past of Tarragona.
guide.

The Italian teachers, Antonella and José Miguel says goodbye to Fabien-
Illeana, meet their ancestors in the Noemi and Mylène telling each other ne in French and Carme can not stop
Camp de Mart in Tarragona. jokes at the Reus town hall. laughing.

Get it! The European Feeling · 25

Entertainment

This is a story about 4 people named Everybody,

Somebody, Anybody and Nobody.
There was an important job to be done and
EVERYBODY was sure that SOMEBODY would do it.
ANYBODY could have done it, but NOBODY did it.
SOMEBODY got angry about that, because it was
EVERYBODY’s job. EVERYBODY thought that AN-
YBODY could do it, but NOBODY realized that
EVERYBODY wouldn’t do it.

s be
i n Pari
g
livin ce?
’ t a man of Fran !!!
n th !
W h y ca he Sou l LIVING
t il
ed in is st
-
buri ause he
c
- Be
-Ho
w
her do y
do ou
-W f c
ith cattle ount a
aC ?
owc
ula
tor

:
eak it
I´l l br Sil
e it
en
ce!
na m
t?
If I at is i
wh

26 · Get it! The European Feeling

 TOP 5

MUSIC Tv serials Computer BOOKS

Games
1 RIHANNA 1 Sin tetas, no hay... 1 BIG BRAIN TRAINER 1 The boy in the stripped...
IES BAIX CAMP 2 AMY WINEHOUSE 2 FÍSICA O QUÍMICA 2 SING STAR 2 HARRY POTTER
CATALONIA 3 Canto del Loco 3 EL INTERNADO 3 300 3 TWILIGHT
4 Oreja Van Gogh 4 GREYS’S ATANOMY 4 THE SIMS 2 4 Cathedral of the Sea
5 COLDPLAY 5 CSI 5 FIFA 09 5 Shadow of the Wind

JOSEPH 1 Serani 1 Desperate housewives 1 Need for Speed 1 HARRY POTTER

2 Paille (música local) 2 Dr House 2 Sims 2 2 Cœur Grenadine
LAGROSILLIERE
3 T.I feat Rhianna 3 The Simpsons 3 Mario Kard 3 Drôle de samedi soir
MARTINICA 4 Lil Wayne 4 Greys anatomie 4 Final fantasy 4 Narnia
5 Akon 5 Ghost Whisperer 5 PES 8 5 L’Avare

ZESPOL SZKOL 1 The Rolling Stones 1 Lost 1 Super Mario Bros 1 Da Vinci’s Code
PONADGIMNAZ- 2 Rihanna 2 Prison Break 2 Tetris 2 Hurin Children
JALNYCH 3 Metallica 3 Desperate Housewives 3 Dragon Warrior 3 Dracula
4 Iron Maiden 4 Ugly Betty 4 Guitar Hero 4 Chronicles of Narnia
POLAND Dr. HOUSE
5 The Beatles 5 5 Megamania 5 Get on track to FCE

UMBERTO SORACE 1 Tiziano Ferro 1 Dr.House 1 Pro Evolution 09 1 Tre metri sopra il cielo
MARESCA 2 Laura Pausini 2 Grey’s Anatomy 2 Puzzle Bubble 2 Twilight
3 Vasco Rossi 3 Ugly Betty 3 The Sims2 3 Ho voglia di te
ITALY The Lord of rings
4 Coldplay 4 C.S.I 4 Super Mario 4
5 Avril Lavigne 5 Smallville 5 Football manager 5 Gomorra

1 Rihanna 1 NCIS 1 The Sims 1 Eragon

FRANÇOIS
2 Pink 2 One tree hill 2 PES 2009 2 Harry Potter
MAURIAC
3 Katy Perry 3 Desperate Housewives 3 Mario Kart 3 Tara Duncan
FRANCE 4 Britney Spear 4 Plus belle la vie (French) 4 FIFA 2009 4 Titeuf
5 Cold Play 5 The Simpsons 5 Need For Speed 5 Naruto & other mangas

BESSENYEI 1 Britney S 1 Lost 1 GTA 1 Harry Potter

GYÖRGY 2 Rihanna 2 Prison break 2 The Sims 2 Note book
3 Justin Timberlake 3 House Md 3 NFS 3 A walk to remember
HUNGARY
4 Jay Sean 4 Desperate housewives 4 FIFA 2009 4 Lord of the rings
5 Pink 5 South Park 5 Call of duty 5 Property rites

THE BOY IN THE STRIPED PYJAMAS
A particular story that can-
not be told too often. Two
boys, two different worlds,
one friendship and the Holo-
caust as a background. The
innocence of two boys in the
middle of the cruelties of one
of the worst moments in His-
tory. A must-read book told by
a small boy in an adult world.
SIN TETAS NO HAY PARAÍSO LE MONDE DE NARNIA
El Duque, considered the C’est l’histoire de
sexiest man in Spain at quatre enfants( deux
the moment, and Cata, a filles, deux garçons)
pretty young actress, are qui passent à travers
the protagonists of this une armoire et dé-
famous TV series that couvrent le monde
deals with prostitution magique de Narnia.
dangers. Their love story Un véritable conte de
seems impossible but lots fée !!!
of fans are waiting for a
happy ending.

Get it! The European Feeling · 27

 B@rtenius

By the school Umberto Sorace Maresca, Catanzaro, ITALY

IES BAIX CAMP, REUS, CATALONIA

www.iesbaixcamp.org
College FRANÇOIS MAURIAC, Léognan, FRANCE
www.ejournal.fi/mauriac
BESSENYEI GYÖRGY, Kisvárda, HUNGARY
www.besi.hu
UMBERTO SORACE MARESCA, Catanzaro,
ITALY www.iis-maresca.it
JOSEPH LAGROSILLIERE, Saint Marie, MARTINICA
V LICEUM OGOLNOKSTALCACE JAKUBA WEJHERA, Wejherowo, POLAND
www.zspg4.wejher.pl
LISA MEITNER GYMNASIUM, Neuenhaus, GERMANY
www.lmg.neuenhaus.de
ADYAMAN ANATOLIAN HS, Adyaman, TURKEY
www.adiyamananadolu.meb.k12.tr
VECHTDAL COLLEGE, Hardenberg, NETHERLANDS
www.vechtdalcollege.nl
ZDRUŽENÁ STREDNÁ ŠKOLA, Levice, SLOVAKIA
www.zssoaslv.edu.sk