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We Shall Walk Together On This Path Of Life, For All Things Are Part Of The Universe And Are Connected With Each Other To Form One Whole Unity.

-Maria Montessori

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We Shall Walk Together

Maria Montessori

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We Shall Walk Together On This Path Of Life, For All Things Are Part Of The Universe And Are Connected With Each Other To Form One Whole Unity.

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The Education Of Even A Small Child, Therefore, Does Not Aim At Preparing Him For School, But For Life.

Every Great Cause Is Born From Repeated Failures And From Imperfect Achievements.

The Task Of The Educator Lies In Seeing That The Child Does Not Confound Good With Immobility, And Evil With Activity, As Often Happens In Old-time Discipline . . . A Room In Which All The Children Move About Usefully, Intelligently, And Voluntarily, Without Committing Any Rough Or Rude Act, Would Seem To Me A Classroom Very Well Disciplined Indeed.

... The First Thing His Education Demands Is The Provision Of An Environment In Which He Can Develop The Powers Given Him By Nature. This Does Not Mean Just To Amuse Him And Let Him Do What He Likes. But It Does Mean That We Have To Adjust Our Minds To Doing A Work Of Collaboration With Nature, To Being Obedient To One Of Her Laws, The Law Which Decrees That Development Comes From Environmental Experience.

Rewards And Punishments, To Speak Frankly, Are The Desk Of The Soul, That Is, A Means Of Enslaving A Child's Spirit, And Better Suited To Provoke Than To Prevent Deformities.

Education Must Start From Birth.

The Environment Must Be Rich In Motives Which Lend Interest To Activity And Invite The Child To Conduct His Own Experiences.

Human Dignity ... Is Derived From A Sense Of Independence.

No One Can Help Us To Achieve The Intimate Isolation By Which We Find Our Secret Worlds, So Mysterious, Rich And Full. If Others Intervene, It Is Destroyed. This Degree Of Thought, Which We Attain By Freeing Ourselves From The External World, Must Be Fed By The Inner Spirit, And Our Surroundings Cannot Influence Us In Any Way Other Than To Leave Us In Peace.

The ‘absorbent Mind’ Welcomes Everything, Puts Its Hope In Everything, Accepts Poverty Equally With Wealth, Adopts Any Religion And The Prejudices And Habits Of Its Countrymen, Incarnating All In Itself. This Is The Child!

Freedom In Intellectual Work Is Found To Be The Basis Of Internal Discipline.

The Needs Of Mankind Are Universal. Our Means Of Meeting Them Create The Richness And Diversity Of The Planet. The Montessori Child Should Come To Relish The Texture Of That Diversity.

A Child Needs Freedom Within Limits.

The Aim Of Education Should Not Be To Teach How To Use Human Energies To Improve The Environment, For We Are Finally Beginning To Realize That The Cornerstone Of Education Is The Development Of The Human Personality, And That In This Regard Education Is Of Immediate Importance For The Salvation Of Mankind.

All Our Handling Of The Child Will Bear Fruit, Not Only At The Moment, But In The Adult They Are Destined To Become.

The Teacher’s First Duty Is To Watch Over The Environment, And This Takes Precedence Over All The Rest. It’s Influence Is Indirect, But Unless It Be Well Done There Will Be No Effective And Permanent Results Of Any Kind, Physical, Intellectual Or Spiritual.

There Should Be Music In The Child's Environment, Just As There Does Exist In The Child's Environment Spoken Speech. In The Social Environment The Child Should Be Considered And Music Should Be Provided.

The More Perfect The Approximation To Truth, The More Perfect Is Art.

The Child, In Fact, Once He Feels Sure Of Himself, Will No Longer Seek The Approval Of Authority After Every Step.

The Whole Of Mankind Is One And Only One, One Race, One Class And One Society.

Of All Things Love Is The Most Potent.

The Greatness Of The Human Personality Begins At The Hour Of Birth.

It Is True That We Cannot Make A Genius. We Can Only Give To Teach Child The Chance To Fulfil His Potential Possibilities.

It Is In The Encounter Of The Maternal Guiding Instincts With The Sensitive Periods Of The Newly Born That Conscious Love Develops Between Parent And Child.

The Child’s Parents Are Not His Makers But His Guardians.

The First Thing Required Of A Teacher Is That He Be Rightly Disposed For His Task.

There Is No Description, No Image In Any Book That Is Capable Of Replacing The Sight Of Real Trees, And All Of The Life To Be Found Around Them In A Real Forest.

The Study Of Love And Its Utilization Will Lead Us To The Source From Which It Springs, The Child.

One Test Of The Correctness Of Educational Procedure Is The Happiness Of The Child.

Solicitous Care For Living Things Affords Satisfaction To One Of The Most Lively Instincts Of The Child's Mind. Nothing Is Better Calculated Than This To Awaken An Attitude Of Foresight.

A Child's Character Develops In Accordance With The Obstacles He Has Encountered... Or The Freedom Favoring His Development That He Has Enjoyed.

The Only Language Men Ever Speak Perfectly Is The One They Learn In Babyhood, When No One Can Teach Them Anything!

In Nature Nothing Creates Itself And Nothing Destroys Itself.

We Must Clearly Understand That When We Give The Child Freedom And Independence, We Are Giving Freedom To A Worker Already Braced For Action, Who Cannot Live Without Working And Being Active.

To Teach Details Is To Bring Confusion; To Establish The Relationship Between Things Is To Bring Knowledge.

The Activity Of The Child Has Always Been Looked Upon As An Expression Of His Vitality.

He Does It With His Hands, By Experience, First In Play And Then Through Work. The Hands Are The Instruments Of Man's Intelligence.

It Is The Child Who Makes The Man, And No Man Exists Who Was Not Made By The Child He Once Was.

It Is Necessary, Then, To Give The Child The Possibility Of Developing According To The Laws Of His Nature, So That He Can Become Strong, And, Having Become Strong, Can Do Even More Than We Dared Hope For Him.

The Task Of The Educator Lies In Seeing That The Child Does Not Confound Good With Immobility And Evil With Activity.

The Essential Thing Is To Arouse Such An Interest That It Engages The Child’s Whole Personality.

Imitation Is The First Instinct Of The Awakening Mind.

Today, However, Those Things Which Occupy Us In The Field Of Education Are The Interests Of Humanity At Large And Of Civilization, And Before Such Great Forces We Can Recognize Only One Country-the Entire World.

The Child Is Much More Spiritually Elevated Than Is Usually Supposed. He Often Suffers, Not From Too Much Work, But From Work That Is Unworthy Of Him.

To Aid Life, Leaving It Free, However, That Is The Basic Task Of The Educator.

If Help And Salvation Are To Come They Can Only Come From The Children, For The Children Are The Makers Of Men.

The Adult Ought Never To Mold The Child After Himself, But Should Leave Him Alone And Work Always From The Deepest Comprehension Of The Child Himself.

The First Idea That The Child Must Acquire, In Order To Be Actively Disciplined, Is That Of The Difference Between Good And Evil.

To Stimulate Life, Leaving It Then Free To Develop, To Unfold, Herein Lies The First Task Of The Teacher.

A Child Is A Discoverer. He Is An Amorphous, Splendid Being In Search Of His Own Proper Form.

The Exercises Of Practical Life Are Formative Activities, A Work Of Adaptation To The Environment. Such Adaptation To The Environment And Efficient Functioning Therein Is The Very Essence Of A Useful Education.

Character Formation Cannot Be Taught. It Comes From Experience And Not From Explanation.

Great Tact And Delicacy Is Necessary For The Care Of The Mind Of A Child From Three To Six Years, And An Adult Can Have Very Little Of It.

Giving Children The Opportunity To Stir Up Life And Leave It Free To Discover.

These Words Reveal The Child’s Inner Needs; ‘help Me To Do It Alone’.

Do Not Tell Them How To Do It. Show Them How To Do It And Do Not Say A Word. If You Tell Them, They Will Watch Your Lips Move. If You Show Them, They Will Want To Do It Themselves.

Happiness Is Not The Whole Aim Of Education. A Man Must Be Independent In His Powers And Character; Able To Work And Assert His Mastery Over All That Depends On Him.

Preventing War Is The Work Of Politicians, Establishing Peace Is The Work Of Educationists.

The Environment Itself Will Teach The Child, If Every Error He Makes Is Manifest To Him, Without The Intervention Of A Parent Of Teacher, Who Should Remain A Quiet Observer Of All That Happens.

Children Must Grow Not Only In The Body But In The Spirit, And The Mother Longs To Follow The Mysterious Spiritual Journey Of The Beloved One Who To-morrow Will Be The Intelligent, Divine Creation, Man.

There Are Many Things Which No Teacher Can Convey To A Child Of Three, But A Child Of Five Can Do It With Ease.

The Teacher's Task Is Not To Talk, But To Prepare And Arrange A Series Of Motives For Cultural Activity In A Special Environment Made For The Child.

No Social Problem Is As Universal As The Oppression Of The Child

The Hands Are The Instruments Of Man’s Intelligence.

The Greatest Triumph Of Our Educational Method Should Always Be This: To Bring About The Spontaneous Progress Of The Child.

He Who Experiments Must, While Doing So, Divest Himself Of Every Preconception. It Is Clear Then That If We Wish To Make Use Of A Method Of Experimental Psychology, The First Thing Necessary Is To Renounce All Former Creeds And To Proceed By Means Of The Method In The Search For Truth.

What We Need Is A World Full Of Miracles, Like The Miracle Of Seeing The Young Child Seeking Work And Independence, And Manifesting A Wealth Of Enthusiasm And Love.

Watching A Child Makes It Obvious That The Development Of His Mind Comes Through His Movements.

We Must Help The Child To Act For Himself, Will For Himself, Think For Himself; This Is The Art Of Those Who Aspire To Serve The Spirit.

The Hand Is The Prehensile Organ Of The Mind.

The Child Seeks For Independence By Means Of Work; An Independence Of Body And Mind.

It Is Necessary For The Teacher To Guide The Child Without Letting Him Feel Her Presence Too Much, So That She May Always Be Ready To Supply The Desired Help, But May Never Be The Obstacle Between The Child And His Experience.

The Essence Of Independence Is To Be Able To Do Something For One’s Self. Adults Work To Finish A Task, But The Child Works In Order To Grow, And Is Working To Create The Adult, The Person That Is To Be. Such Experience Is Not Just Play... It Is Work He Must Do In Order To Grow Up.

What The Hand Does The Mind Remembers.

It Is Almost Possible To Say That There Is A Mathematical Relationship Between The Beauty Of His Surroundings And The Activity Of The Child; He Will Make Discoveries Rather More Voluntarily In A Gracious Setting Than In An Ugly One.

The Work Of Education Is Divided Between The Teacher And The Environment.

At One Year Of Age The Child Says His First Intentional Wordhis Babbling Has A Purpose, And This Intention Is A Proof Of Conscious Intelligencehe Becomes Ever More Aware That Language Refers To His Surroundings, And His Wish To Master It Consciously Becomes Also Greater.subconsciously And Unaided, He Strains Himself To Learn, And This Effort Makes His Success All The More Astonishing.

Only When The Child Is Able To Identify Its Own Center With The Center Of The Universe Does Education Really Begin.

Education Cannot Be Effective Unless It Helps A Child To Open Up Himself To Life.

We Especially Need Imagination In Science. It Is Not All Mathematics, Nor All Logic, But It Is Somewhat Beauty And Poetry.

The Fundamental Basis Of Education Must Always Remain That One Must Act For Oneself. That Is Clear. One Must Act For Him Or Herself.

...we Discovered That Education Is Not Something Which The Teacher Does, But That It Is A Natural Process Which Develops Spontaneously In The Human Being. It Is Not Acquired By Listening To Words, But In Virtue Of Experiences In Which The Child Acts On His Environment. The Teacher's Task Is Not To Talk, But To Prepare And Arrange A Series Of Motives For Cultural Activity In A Special Environment Made For The Child.

The Best Instruction Is That Which Uses The Least Words Sufficient For The Task.

Scientific Observation Then Has Established That Education Is Not What The Teacher Gives; Education Is A Natural Process Spontaneously Carried Out By The Human Individual, And Is Acquired Not By Listening To Words But By Experiences Upon The Environment.

The Greatest Step Forward In Human Evolution Was Made When Society Began To Help The Weak And The Poor, Instead Of Oppressing And Despising Them.

To Let The Child Do As He Likes When He Has Not Yet Developed Any Powers Of Control Is To Betray The Idea Of Freedom.

Children Are Not Only Sensitive To Silence, But Also To A Voice Which Calls Them ... Out Of That Silence.

Under The Urge Of Nature And According To The Laws Of Development, Though Not Understood By The Adult, The Child Is Obliged To Be Serious About Two Fundamental Things ... The First Is The Love Of Activity... The Second Fundamental Thing Is Independence.

Imagination Does Not Become Great Until Human Beings, Given The Courage And The Strength, Use It To Create.

If The Idea Of The Universe Is Presented To The Child In The Right Way, It Will Do More For Him Than Just Arouse His Interest, For It Will Create In Him Admiration And Wonder, A Feeling Loftier Than Any Interest And More Satisfying.

The Human Hand Allows The Mind To Reveal Itself.

Mental Development Must Be Connected With Movement And Be Dependent On It. It Is Vital That Educational Theory And Practice Should Be Informed By That Idea.

To Assist A Child We Must Provide Him With An Environment Which Will Enable Him To Develop Freely.

The Goal Of Early Childhood Education Should Be To Activate The Child's Own Natural Desire To Learn.

The Development Of The Mind Comes Through Movement

The Child Who Has Felt A Strong Love For His Surroundings And For All Living Creatures, Who Has Discovered Joy And Enthusiasm In Work, Gives Us Reason To Hope That Humanity Can Develop In A New Direction.

A Vital Force Is Active In Every Individual And Leads It Towards Its Own Evolution.

Freedom Without Organization Of Work Would Be Useless. The Child Left Free Without Means Of Work Would Go To Waste, Just As A New-born Baby, If Left Free Without Nourishment, Would Die Of Starvation.the Organization Of The Work, Therefore, Is The Cornerstone Of This New Structure Of Goodness [in Education], But Even That Organization Would Be In Vain Without The Liberty To Make Use Of It.

We Must Therefore Turn To The Child As To The Key To The Fate Of Our Future Life.

This Then Is The First Duty Of An Educator: To Stir Up Life But Leave It Free To Develop.

Culture And Education Have No Bounds Or Limits; Now Man Is In A Phase In Which He Must Decide For Himself How Far He Can Proceed In The Culture That Belongs To The Whole Of Humanity.

Free Choice Is One Of The Highest Of All The Mental Processes.

Any Child Who Is Self-sufficient, Who Can Tie His Shoes, Dress Or Undress Himself, Reflects In His Joy And Sense Of Achievement The Image Of Human Dignity Which Is Derived From A Sense Of Independence.

The Child Has A Mind Able To Absorb Knowledge. He Has The Power To Teach Himself.

No One Can Be Free Unless He Is Independent. Therefore, The First Active Manifestations Of The Child's Individual Liberty Must Be So Guided That Through This Activity He May Arrive At Independence.

There Is A Great Sense Of Community Within The Montessori Classroom, Where Children Of Differing Ages Work Together In An Atmosphere Of Cooperation Rather Than Competitiveness. There Is Respect For The Environment And For The Individuals Within It, Which Comes Through Experience Of Freedom Within The Community.

Children Become Like The Things They Love.

If Education Recognizes The Intrinsic Value Of The Child's Personality And Provides An Environment Suited To Spiritual Growth, We Have The Revelation Of An Entirely New Child Whose Astonishing Characteristics Can Eventually Contribute To The Betterment Of The World.

If A Child Finds No Stimuli For The Activities Which Would Contribute To His Development, He Is Attracted Simply To 'things' And Desires To Posses Them.

Never Help A Child With A Task At Which He Feels He Can Succeed.

The Child, Making Use Of All That He Finds Around Him, Shapes Himself For The Future.

Times Have Changed, And Science Has Made Great Progress, And So Has Our Work; But Our Principles Have Only Been Confirmed, And Along With Them Our Conviction That Mankind Can Hope For A Solution To Its Problems, Among Which The Most Urgent Are Those Of Peace And Unity, Only By Turning Its Attention And Energies To The Discovery Of The Child And To The Development Of The Great Potentialities Of The Human Personality In The Course Of Its Formation.

Times Have Changed

We Are The Sowers - Our Children Are Those Who Reap. We Labor So That Future Generations Will Be Better And Nobler Than We Are.

Growth Comes From Activity, Not From Intellectual Understanding.

The More The Capacity To Concentrate Is Developed, The More Often The Profound Tranquility In Work Is Achieved, Then The Clearer Will Be The Manifestation Of Discipline Within The Child.

The Child’s Progress Does Not Depend Only On His Age, But Also On Being Free To Look Around Him.

The Principal Agent Is The Object Itself And Not The Instruction Given By The Teacher. It Is The Child Who Uses The Objects; It Is The Child Who Is Active, And Not The Teacher.

It Is Not In Human Nature For All Men To Tread The Same Path Of Development, As Animals Do Of A Single Species.

An Educational Method That Shall Have Liberty As Its Basis Must Intervene To Help The Child To A Conquest Of Liberty. That Is To Say, His Training Must Be Such As Shall Help Him To Diminish As Much As Possible The Social Bonds Which Limit His Activity.

We Must Support As Much As Possible The Child's Desires For Activity; Not Wait On Him, But Educate Him To Be Independent.

The Child Should Live In An Environment Of Beauty.

Education Demands, Then, Only This: The Utilization Of The Inner Powers Of The Child For His Own Instruction.

There Can Be No Substitute For Work, Neither Affection Nor Physical Well-being Can Replace It.

A Child Is An Eager Observer And Is Particularly Attracted By The Actions Of The Adults And Wants To Imitate Them. In This Regard An Adult Can Have A Kind Of Mission. He Can Be An Inspiration For The Child's Actions, A Kind Of Open Book Wherein A Child Can Learn How To Direct His Own Movements. But An Adult, If He Is To Afford Proper Guidance, Must Always Be Calm And Act Slowly So That The Child Who Is Watching Him Can Clearly See His Actions In All Their Particulars.

How Does He Achieve This Independence? He Does It By Means Of A Continuous Activity. How Does He Become Free? By Means Of Constant Effort. We Know That Development Results From Activity. The Environment Must Be Rich In Motives Which Lend Interest To Activity And Invite The Child To Conduct His Own Experiences.

The Social Rights Of Children Must Be Recognized So That A World Suited To Their Needs May Be Constructed For Them. The Greatest Crime That Society Commits Is That Of Wasting The Money Which It Should Use For Children On Things That Will Destroy Them And Society Itself As Well.

The First Duty Of The Educator, Whether He Is Involved With The Newborn Infant Or The Older Child, Is To Recognize The Human Personality Of The Young Being And Respect It.

A Child In His Earliest Years, When He Is Only Two Or A Little More, Is Capable Of Tremendous Achievements Simply Through His Unconscious Power Of Absorption, Though He Is Himself Still Immobile. After The Age Of Three He Is Able To Acquire A Great Number Of Concepts Through His Own Efforts In Exploring His Surroundings. In This Period He Lays Hold Of Things Through His Own Activity And Assimilates Them Into His Mind.

We Cannot Create Observers By Saying 'observe,' But By Giving Them The Power And The Means For This Observation And These Means Are Procured Through Education Of The Senses.

The Secret Of Good Teaching Is To Regard The Child's Intelligence As A Fertile Field In Which Seeds May Be Sown, To Grow Under The Heat Of Flaming Imagination.

How Can We Speak Of Democracy Or Freedom When From The Very Beginning Of Life We Mould The Child To Undergo Tyranny, To Obey A Dictator? How Can We Expect Democracy When We Have Reared Slaves? Real Freedom Begins At The Beginning Of Life, Not At The Adult Stage. These People Who Have Been Diminished In Their Powers, Made Short-sighted, Devitalized By Mental Fatigue, Whose Bodies Have Become Distorted, Whose Wills Have Been Broken By Elders Who Say: "your Will Must Disappear And Mine Prevail!"-how Can We Expect Them, When School-life Is Finished, To Accept And Use The Rights Of Freedom?

Bring The Child To The Consciousness Of His Own Dignity, And He Will Be Free. We See No Limit To What Should Be Offered To The Child, For His Will Be An Immense Field Of Chosen Activity.

The Most Important Period Of Life Is Not The Age Of University Studies, But The First One, The Period From Birth To The Age Of Six.

Supposing I Said There Was A Planet Without Schools Or Teachers, Where Study Was Unknown, And Yet The Inhabitants -- Doing Nothing But Live And Walk About -- Came To Know All Things, To Carry In Their Minds The Whole Of Learning; Would You Not Think I Was Romancing? Well, Just This, Which Seems So Fanciful As To Be Nothing But The Invention Of A Fertile Imagination, Is A Reality. It Is The Child's Way Of Learning.

If An Educational Act Is To Be Efficacious, It Will Be Only That One Which Tends To Help Toward The Complete Unfolding Of Life. To Be Thus Helpful It Is Necessary Rigorously To Avoid The Arrest Of Spontaneous Movements And The Imposition Of Arbitrary Tasks.

A Humankind Abandoned In Its Earlier Formative Stage Becomes Its Own Greatest Threat To Survival.

Only Practical Work And Experience Lead The Young To Maturity.

The First Aim Of The Prepared Environment Is, As Far As It Is Possible, To Render The Growing Child Independent Of The Adult.

We Shall Walk Together On This Path Of Life, For All Things Are Part Of The Universe And Are Connected With Each Other To Form One Whole Unity.

Knowing What We Must Do Is Neither Fundamental Nor Difficult, But To Comprehend Which Presumptions And Vain Prejudices We Must Rid Ourselves Of In Order To Be Able To Educate Our Children Is Most Difficult.

Let Us Treat Them [children], Therefore, With All The Kindness Which We Would Wish To Help To Develop In Them.

We Shall Walk Together On This Path Of Life, For All Things Are A Part Of The Universe, And Are Connected With Each Other To Form One Whole Unity. This Idea Helps The Mind Of The Child To Become Fixed, To Stop Wandering In An Aimless Quest For Knowledge. He Is Satisfied, Having Found The Universal Centre Of Himself With All Things.

Peace Is What Every Human Being Is Craving For, And It Can Be Brought About By Humanity Through The Child.

Let The Children Be Free; Encourage Them; Let Them Run Outside When It Is Raining; Let Them Remove Their Shoes When They Find A Puddle Of Water; And When The Grass Of The Meadows Is Wet With Dew, Let Them Run On It And Trample It With Their Bare Feet; Let Them Rest Peacefully When A Tree Invites Them To Sleep Beneath Its Shade; Let Them Shout And Laugh When The Sun Wakes Them In The Morning.

The Child Can Only Develop Fully By Means Of Experience In His Environment. We Call Such Experience 'work'.

Within The Child Lies The Fate Of The Future. Whoever Wishes To Confer Some Benefit On Society Must Preserve Him From Deviations And Observe His Natural Ways Of Acting. A Child Is Mysterious And Powerful And Contains Within Himself The Secret Of Human Nature.

With Younger Children The Greatest Reward Is To Be Able To Pass On To A New Stage In Each Subject. It Is A Punishment To A Young Child Not To Be Allowed To Use The Apparatus But To Sit Still And Do Nothing.

Order Is One Of The Needs Of Life Which, When It Is Satisfied, Produces A Real Happiness

There Is In Every Child A Painstaking Teacher So Skillful That He Obtains Identical Results In All Children In All Parts Of The World. The Only Language Men Ever Speak Perfectly Is The One They Learn In Babyhood, When No One Teaches Them Anything.

The Word Education Must Not Be Understood In The Sense Of Teaching But Of Assisting The Psychological Development Of The Child.

The Greatest Sign Of Success For A Teacher...is To Be Able To Say, "the Children Are Now Working As If I Did Not Exist."

When We Want To Infuse New Ideas, To Modify Or Better The Habits And Customs Of A People, To Breathe New Vigor Into Its National Traits, We Must Use The Children As Our Vehicle; For Little Can Be Accomplished With Adults.

But If For The Physical Life It Is Necessary To Have The Child Exposed To The Vivifying Forces Of Nature, It Is Also Necessary For His Psychical Life To Place The Soul Of The Child In Contact With Creation.

Growth And Psychic Development Are Therefore Guided By: The Absorbent Mind, The Nebulae And The Sensitive Periods, With Their Respective Mechanisms. It Is These That Are Hereditary And Characteristic Of The Human Species. But The Promise They Hold Can Only Be Fulfilled Through The Experience Of Free Activity Conducted In The Environment.

Love And The Hope Of It Are Not Things One Can Learn; They Are A Part Of Life's Heritage.

The Observation Of The Way In Which The Children Pass From The First Disordered Movements To Those Which Are Spontaneous And Ordered -- This Is The Book Of The Teacher; This Is The Book Which Must Inspire Her Actions . . .

The Great Constructive Energies Of The Child ... Have Hitherto Been Concealed Beneath An Accumulation Of Ideas Concerning Motherhood. We Used To Say It Was The Mother Who Formed The Child; For It Is She Who Teaches Him To Walk, Talk, And So On. But None Of This Is Really Done By The Mother. It Is An Achievement Of The Child. What The Mother Brings Forth Is The Baby, But It Is The Baby Who Produces The Man. Should The Mother Die, The Baby Still Grows Up And Completes His Work Of Making The Man.

Teach By Teaching, Not By Correcting

A Teacher, Therefore, Who Would Think That He Could Prepare Himself For His Mission Through Study Alone Would Be Mistaken. The First Thing Required Of A Teacher Is That He Be Rightly Disposed For His Task.

The First Essential For The Child’s Development Is Concentration. The Child Who Concentrates Is Immensely Happy.

A Child Starts From Nothing And Advances Alone. It Is The Child's Reason About Which The Sensitive Periods Revolve. The Reason Provides The Initial Force And Energy, And A Child Absorbs His First Images To Assist The Reason And Act On It.

No One Can Be Free Unless He Is Independent... In Reality, He Who Is Served Is Limited In His Independence.

The Child Is Both A Hope And A Promise For Mankind.

The Laws Governing The Universe Can Be Made Interesting And Wonderful To The Child, More Interesting Even That Things In Themselves, And He Begins To Ask: What Am I? What Is The Task Of Man In This Wonderful Universe? Do We Merely Live Here For Ourselves, Or Is There Something More For Us To Do? Why Do We Struggle And Fight? What Is Good And Evil? Where Will It All End?

Two Things Are Necessary, The Development Of Individuality And The Participation Of The Individual In A Truly Social Life.

What Advice Can We Give To New Mothers? Their Children Need To Work At An Interesting Occupation: They Should Not Be Helped Unnecessarily, Nor Interrupted, Once They Have Begun To Do Something Intelligent.

In Nature Everything Is Transformed But Nothing Destroyed.

It Is Not Enough For The Teacher To Love The Child. She Must First Love And Understand The Universe. She Must Prepare Herself, And Truly Work At It.

Social Grace, Inner Discipline And Joy. These Are The Birthright Of The Human Being Who Has Been Allowed To Develop Essential Human Qualities.

The Senses, Being The Explorers Of The World, Open The Way To Knowledge.

To Give A Child Liberty Is Not To Abandon Him To Himself.

No One Can Be Free Unless He Is Independent.

A New Education From Birth Onwards Must Be Built Up. Education Must Be Reconstructed And Based On The Law Of Nature And Not On The Preconceived Notions And Prejudices Of Adult Society.

Plainly, The Environment Must Be A Living One, Directed By A Higher Intelligence, Arranged By An Adult Who Is Prepared For His Mission.

The Child Is An Enigma… He Has The Highest Potentialities, But We Do Not Know What He Will Be.

To Consider The School As A Place Where Instruction Is Given Is One Point Of View. But, To Consider The School As A Preparation For Life Is Another. In The Latter Case, The School Must Satisfy All The Needs Of Life.

But An Adult If He Is To Provide Proper Guidance, Must Always Be Calm And Act Slowly So That The Child Who Is Watching Him Can Clearly See His Actions In All Their Particulars.

Adults Have Not Understood Children Or Adolescents And They Are, As A Consequence, In Continual Conflict With Them.

There Must Be Provision For The Child To Have Contact With Nature; To Understand And Appreciate The Order, The Harmony And The Beauty In Nature.

A Child's Work Is To Create The Person She/he Will Become.

The Child Is Truly A Miraculous Being, And This Should Be Felt Deeply By The Educator.

The Child Is The Spiritual Builder Of Mankind, And Obstacles To His Free Development Are The Stones In The Wall By Which The Soul Of Man Has Become Imprisoned.

One Who Has Drunk At The Fountain Of Spiritual Happiness Says Good-by Of His Own Accord To The Satisfactions That Come From A Higher Professional Status ... What Is The Greatest Sign Of Success For A Teacher Thus Transformed? It Is To Be Able To Say, "the Children Are Now Working As If I Did Not Exist.

Discipline Must Come Through Liberty. . . . We Do Not Consider An Individual Disciplined Only When He Has Been Rendered As Artificially Silent As A Mute And As Immovable As A Paralytic. He Is An Individual Annihilated, Not Disciplined.

When The Child Goes Out, It Is The World Itself That Offers Itself To Him. Let Us Take The Child Out To Show Him Real Things Instead Of Making Objects Which Represent Ideas And Closing Them Up In Cupboards.

Do Not Offer The Child The Content Of The Mind, But The Order For That Content.

The Greatest Source Of Discouragement Is The Conviction That One Is Unable To Do Something

Whoever Touches The Life Of The Child Touches The Most Sensitive Point Of A Whole Which Has Roots In The Most Distant Past And Climbs Toward The Infinite Future.

First The Education Of The Senses, Then The Education Of The Intellect.

In The Psychological Realm Of Relationship Between Teacher And Child, The Teacher's Part And Its Techniques Are Analogous To Those Of The Valet; They Are To Serve, And To Serve Well: To Serve The Spirit.

Conventions Which Camouflage A Man's True Feelings Are A Spiritual Lie Which Help Him Adapt Himself To The Organized Deviations Of Society.

The Real Preparation For Education Is A Study Of One's Self. The Training Of The Teacher...is Something Far More Than A Learning Of Ideas. It Includes The Training Of Character; It Is A Preparation Of The Spirit.

The Development Of The Individual Can Be Described As A Succession Of New Births At Consecutively Higher Levels.

If Children Are Allowed Free Development And Given Occupation To Correspond With Their Unfolding Minds Their Natural Goodness Will Shine Forth.

The Child's True Constructive Energy, A Dynamic Power, Has Remained Unnoticed For Thousands Of Years. Just As Men Have Trodden The Earth, And Later Tilled Its Surface, Without Thought For The Immense Wealth Hidden In Its Depths, So The Men Of Our Day Make Progress After Progress In Civilized Life, Without Noticing The Treasures That Lie Hidden In The Psychic World Of Infancy.

This System In Which A Child Is Constantly Moving Objects With His Hands And Actively Exercising His Senses, Also Takes Into Account A Child's Special Aptitude For Mathematics. When They Leave The Material, The Children Very Easily Reach The Point Where They Wish To Write Out The Operation. They Can Thus Carryout An Abstract Mental Operation And Acquire A Kind Of Natural And Spontaneous Inclination For Mental Calculations.

The Child's Conquests Of Independence Are The Basic Steps In What Is Called His 'natural Development'.

When Mental Development Is Under Discussion, There Are Many Who Say, 'how Does Movement Come Into It? We Are Talking About The Mind.' And When We Think Of Intellectual Activity, We Always Imagine People Sitting Still, Motionless. But Mental Development Must Be Connected With Movement And Be Dependent On It. It Is Vital That Educational Theory And Practice Should Be Informed By That Idea.

Free The Child's Potential, And You Will Transform Him Into The World.

One Of The Great Problems Facing Men Is Their Failure To Realize The Fact That A Child Possesses An Active Psychic Life Even When He Cannot Manifest It, And That The Child Must Secretly Perfect This Inner Life Over A Long Period Of Time.

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Salva Kiir Mayardit

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