Montessori Quotes

World full of Miracles

2011-03-29T13:36:00.000-07:00

"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."
- Peace and Education, p. 51

Love for Order and Work

2011-03-29T08:53:00.000-07:00

"Above all it is to be noted that the child has a passionate love for order and work, and possesses intellectual qualities superior by far to what might have been expected."
- Peace and Education, p. 38

Independent Life of Child

2011-03-29T08:51:00.000-07:00

When the independent life of the child is not recognized with its own characteristics and its own ends, when the adult man interprets these characteristics and ends, which are different from his, as being errors in the child which he must make speed to correct, there arises between the strong and the weak a struggle which is fatal to mankind.
-Peace and Education, p. 36

Follow the Child Quotes

2011-03-29T08:39:00.000-07:00

"So, whether we go to the origins of human life, or follow the child in his work o growth, we always find the the adult not far away." The Absorbent Mind, p. 30 First Owls Edition 1995

"The adult has a mission to fulfil which has been so complicated and intensified that he finds it ever harder to suspend it as he must do if he is to follow the child, adapting himself to the child's rhythm and the psychological needs of..." The Secret of Childhood (per Google, 1983 reprint P. 239- but my edition doesn't have that many pages!)

"But the child does not want to get anywhere; he just want to walk, and to help him truly the adult must follow the child, and not expect him to keep up. The need for following the child is clearly demonstrated here, but indeed it is..." Education for a New world, 1946, p. 89

Education of the senses

2010-12-29T18:00:00.000-08:00

"We may conclude with a general rule for the direction of the education of the senses. The order of procedure should be:
(1) Recognition of identities (the pairing of similar objects and the insertion of solid forms into places which fit them).
(2) Recognition of contrasts (the presentation of the extremes of a series of objects).
(3) Discrimination between objects very similar to one another.
- Dr. Montessori's Own Handbook, P. 110

Repetition and perfection

2010-12-29T17:54:00.001-08:00

"As the aim of the exercise, however, is not that the rods be arranged in the right order of gradation, but that the child should practise by himself, there is no need to intervene."
- Dr. Montessori's Own Handbook, P. 76

Orderly Environment

2010-11-24T18:17:00.001-08:00

"We like to live in an orderly environment because it ministers to a sense of comfort in us, and aids our efficiency."

- Maria Montessori: Her Life and Work by E. M. Standing, P. 125

Order and behavior

2010-11-24T17:59:00.001-08:00

"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."

- Maria Montessori: Her Life and Work by E. M. Standing, P. 44

Punishment - reward

2010-11-24T17:53:00.001-08:00

"Work is its own reward. Punishments are rare; A troublesome child might be removed from her companions until she is ready to behave properly."
- Maria Montessori: Her Life and Work by E. M. Standing, p. 44

Idiots

2010-11-24T17:32:00.001-08:00

"Whilst everyone was admiring my idiots I was searching for the reasons which could keep back the healthy and happy children of the ordinary schools on so low a plane that they could be equalled in tests of intelligence by my unfortunate pupils."
- Maria Montessori: Her Life and Her work, P. 30

Inner Work

2010-11-23T11:17:00.001-08:00

"Man will always be able to avoid 'external work' by making use of the labor of to thers, but there is no possibility of shirking that inner work. Together with birth and death it has been imposed by nature itself, and each man must accomplish it for himself."
- Dr. Montessori's Own Handbook (p. 34)

Error

2010-11-23T11:16:00.001-08:00

She will, however, always continue to watch the children, never losing sight of their efforts, and any correction of hers will be directed more towards preventing rough or disorderly use of the material than towards any error which the child may make in placing the rods in their order of gradation.
-Dr. Montessori's Own Handbook, p. 75

Play

2010-11-23T11:15:00.001-08:00

“In one corner of a sunlit room at Trionfale there is a fascinating little salon. Soft rugs of a small size, dimunitive green wicker easy chairs, sofa and round tea table, books of colored pictures and large dolls’ dishes make it possible for the children to ‘play house’ under ideal conditions. They learn through their play a sweet kind of hospitality, and the little school ‘drawing room’ of Montessori stands for necessary development of the social instinct in children which is important.”
-Montessori Children by Carolyn Sherwin Bailey, p. 159 scanned text

Development of Will

2010-08-30T15:04:00.001-07:00

Such a development of the will would be impossible if, instead of allowing order and clarity to mature in the mind, we should seek to encumber it with chaotic ideas, or with stores of lessons learnt by heart, and then prevent children from making decisions by deciding everything for them. Teachers who adopt these methods are justified in saying that "a child ought not to have a will of his own," and in teaching him that "there is, no such plant as 'I will. '" Indeed, they prevent the infantine will from developing. Under such conditions children are conscious of a power which inhibits all their actions; they become timid, and have not courage to undertake anything without the help and consent of the person on whom they depend entirely. "What colour are these cherries?" a lady once asked a child, who knew quite well that they were red. But the timid, nervous child, doubtful as to whether it would be right or wrong to answer, murmured: "I will ask my teacher."(Advanced Montessori Method I, Kalekshetra 1965)152

Coordinate and enrinch their intelligence

2010-08-30T15:03:00.000-07:00

The aim of the children who persevere in their work with an object is certainly not to "learn"; they are drawn to it by the heeds of their inner life, which must be organized and developed by its means. In this manner they imitate and carry on their "growth." This is the habit by which they gradually co-ordinate and enrich their intelligence. As they meditate, they enter upon that path of progress which will continue without end. (Advanced Montessori Method I, Kalekshetra 1965) p 181

Not to make him Learn things

2010-08-30T15:02:00.001-07:00

Our care of the child should be governed, not by the desire "to make him learn things," but by the endeavor always to keep burning within him that light which is called the intelligence. If to this end we must consecrate ourselves as did the vestals of old, it will be a work worthy of so great a result. (Advanced Montessori Method I, Kalekshetra 1965) p.198

Motor Development, Brain gym, etc (resources)

2010-08-30T15:01:00.000-07:00

The care and management of the environment itself afford the principle means of motor education (Dr. Montessori’s Own handbook, Bently 1966) 18
Muscular education has reference to:
The primary movements of everyday life...
The care of the person
Management of the household
Gardening
Manual work
Gymnastic exercises
Rhythmic movements (Dr. Montessori’s Own handbook, Bently 1966)21
(Advanced Montessori Method I, Kalekshetra 1965) p. 123 has argument against "running for running sake" - which induces boredom.
{The manual work described in Handbook is pottery, laying real ceramic trowels with a mortar and a trowel etc. - building houses for chickens!} (Dr. Montessori’s Own handbook, Bently 1966) 26
{Gymnastic exercises are the line} (Dr. Montessori’s Own handbook, Bently 1966) 27
{The fence} (Dr. Montessori’s Own handbook, Bently 1966) 29

DIDACTIC MATERIAL:

2010-08-30T14:54:00.000-07:00

[Basic List in (Dr. Montessori’s Own handbook, Bently 1966) pp 18ff. Could this be regarded as minimum essential list?

it is therefore necessary that the environment should contain the means of auto education. These means cannot be "taken at random"; they represent the result of an experimental study which cannot be undertaken by all, because a scientific preparation is necessary for such delicate rok ... (Advanced Montessori Method I, Kalekshetra 1965) p. 59

... objects - approximating to a scientific apparatus - which will make such liberty possible. (Advanced Montessori Method I, Kalekshetra 1965) p. 60

... excessive quantity of the educative material; may dissipate the attention, render the exercises with the objects mechanical and cause the child to pass by his psychological moment o f ascent without perceiving it and seizing it. ... such objects are then futile. ... what is necessary and sufficient ... (Advanced Montessori Method I, Kalekshetra 1965) p. 64

... too great a profusion of objects.... demands "other objects” and then again other objects” ... p. 65

Over-abundance debilitates and retards progress; this has been proved again and again by my collaborators. (Advanced Montessori Method I, Kalekshetra 1965) 65

If ... the material be insufficient, and the primary auto-exercise incapable ... there will be no explosion of that spontaneous phenomenon of abstraction which is the second stage of an auto-education ... (Advanced Montessori Method I, Kalekshetra 1965) p. 65

The same fundamental phenomenon of absorbed and prolonged attention which leads to repetition of the acts, guides us in determining the stimuli suitable to the age of the child.

Individual V. Group Lessons

2010-08-30T14:52:00.000-07:00

These lessons are not necessary for all the children, as they learn from one another, and of their own accord come with great patience to analyze the movements ... (Dr. Montessori’s Own handbook, Bently 1966) 22-3.

... the children learn from one another ... (Dr. Montessori’s Own handbook, Bently 1966) p 25
Well, we admit that every lesson infringes the liberty of the child, and for this reason we allow it to last only for a few seconds ... (Advanced Montessori Method I, Kalekshetra 1965) p. 35

We must not therefore set ourselves the educational problem of seeking means whereby to organize the internal personality of the child and develop his characteristics’; the sole problem is that of offering the child the necessary nourishment. (Advanced Montessori Method I, Kalekshetra 1965) 58

... there is no direct correspondence between teacher and child; instruction is certainly not a cause of the effects observed. (Advanced Montessori Method I, Kalekshetra 1965) p. 71

I believe that the work of the educator consists primarily in protecting the powers and directing them without, disturbing them in their expansion; and in the bringing of man into contact with the spirit which is within him and which should operate through him. (Advanced Montessori Method I, Kalekshetra 1965) p. 160

Freedom

2010-08-30T14:49:00.000-07:00

The success of these results is closely connected with the delicate intervention of the one who guides the children in their development. ... To keep alive that enthusiasm is the secret of real guidance ... provided that he be left free in his movements and in his experiences. (Dr. Montessori’s Own handbook, Bently 1966) 77

"Wait while observing" That is the motto of the educator. (Dr. Montessori’s Own handbook, Bently 1966) 78

The principle of liberty is of therefore a principle of abandonment. (Advanced Montessori Method I, Kalekshetra 1965) p. 8

Freedom in intellectual work is found to be the basis of internal discipline. (Advanced Montessori Method I, Kalekshetra 1965) p. 90

Liberty is the experimental condition for studying the phenomena of the child's attention (Advanced Montessori Method I, Kalekshetra 1965) p. 129

Walking the line

2010-08-30T14:47:00.000-07:00

[Regarding the line] At first it is only certain children who follow her, and when she has show them how to do it, she withdraws, leaving the phenomenon too develop of itself. (Dr. Montessori’s Own handbook, Bently 1966) 27

Order of materials

2010-08-30T14:38:00.000-07:00

"One of these children came to the school too late, when he was too old, and had already developed in another environment. The other was a little creature of the normal age for entrance to the Children's Houses. The older child (a boy of five) had already been to a Froebelian Kindergarten, where he was considered very troublesome because of his restlessness. "For the first few days he was a torment to us because he wanted to work, but could not settle to any occupation. he said of everything: 'this is a game,' and ran about the classroom, or annoyed his companions. At last he began to take an interest in drawing." Although normally drawing comes after the sensory exercises, he was left at liberty to do what he wished; the teachers rightly though that it would be useless to insist that the child should apply himself to a different task. Indeed, this child having passed the age when the primary materials answer the physical needs of childhood was for the first time attracted by an exercise of a higher order that of drawing. .. now suddenly discipline was established. We do not know exactly at what moment the change took place, but discipline was maintained and perfected and reached a higher level proportion to the growing interest of the child in every kind of occupation. Interest having been primarily aroused by drawing, the child spontaneously went on to the rods used in the teaching of length ... thus we see that the older child chooses the objects in inverse order, proceeding almost methodically from the most difficult to the elementary. (Advanced Montessori Method I, Kalekshetra 1965) p. 78-9

Choices

2010-08-30T14:33:00.001-07:00

the same successive choices of material do not appear among the children as a whole. Indeed their individual differences begin to assert themselves progressively at this point in their education.” (Advanced Montessori Method II, Clio, 1997) p. 12.

Liberation of the Child

2010-08-30T14:17:00.001-07:00

When we refrain from guiding the subjugated child step by step, when, liberating the child from our personal influence, we place him in an environment suited to him and in contact with the means of development, we leave him confidently to "his own intelligence." His motor activity will then direct itself to definite actions: he will wash his hands and face, sweep the room, dust the furniture, change his clothes, spread the rugs, lay the table, cultivate plants, and take care of animals. He will choose the tasks conducive to his development and persist in them, attracted and guided by his interest towards a sensory material which leads him to distinguish one thing from another, to select, to reason, to correct himself; and the acquirements thus made are not only "a cause of internal growth" but a strong propulsive force to further progress. Thus, passing from simple objects to objects of ever-increasing complexity, he becomes possessed of a culture; moreover, he organizes his character by means of the internal order which forms itself within him, and by the skill which he acquires. (Advanced Montessori Method I, Kalekshetra 1965) 161

Curriculum

2010-08-30T14:15:00.000-07:00

The external material is then offered, and left freely to the natural energies of the children. They choose the objects they prefer; and such preference is dictated by the internal needs of "psychical growth". Each child occupies himself with each object chosen for as long as he wishes; and this desire corresponds to the needs of the intimate maturation of the spirit a process which demands preserving and prolonged exercise. No guide, no teacher can divine the intimate need of each pupil and the time of maturation necessary to each, but only leave the child free, and all this will be revealed to us under the guidance of nature. (Advanced Montessori Method I, Kalekshetra 1965) p. 71.

WORK CYCLE & INTERRUPTION

2010-08-30T14:07:00.000-07:00

If a little one is doing something, eating by himself, for instance, some adult comes and feeds him; if he is trying to fasten an overall, some adult hastens to dress him; everyone substitutes an alien action to his, brutally, without the smallest consideration.
(Advanced Montessori Method I, Kalekshetra 1965) p. 17
[Indirect support of uninterrupted cycle in critique of school timetables](Advanced Montessori Method I, Kalekshetra 1965) p. 26

In order that the phenomenon should come to pass it is necessary that the spontaneous development of the child should be accorded perfect liberty; that is to say, its calm and peaceful expansion should not be disturbed by the intervention of an untimely and disturbing influence: ... (Advanced Montessori Method I, Kalekshetra 1965) p. 58

[False fatigue is normally one hour after work commences. so at least two hours needed after that for big work] - see the graphs in (Advanced Montessori Method I, Kalekshetra 1965) pp 79

Writing and Speech

2010-08-20T11:44:00.000-07:00

"If writing serves to correct, or rather, to direct and perfect the mechanism of speech in the child, reading assists in the development of ideas and language. In brief, writing helps a child physiologically and reading helps him socially."

~Maria Montessori
Via Letter to all Montessorians

Freedom Quotes

2010-08-17T17:41:00.001-07:00

“The cure for the most difficult children must be to prepare a free life
for them”. (Child Society and the World, p. 12)

“Discipline and freedom are so co-related that, if there is some lack of
discipline, the cause is to be found in some lack of freedom.” (What you should know, p. 93)

“Freedom and discipline come together ... After a time the teacher
understands that if there is a lack of discipline she must be making a mistake. The chidren are
not having sufficient freedom. So discipline controls the errors of freedom.“ (Child, Society and the World, p. 23)

Sharon Caldwell
Montessori Foundation and IMC Representative: Africa
Editor: Montessori Leadership and Montessori Leadership Online
Instructional Guide: Montessori Leadership Institutes

Vision of the Universe

2010-08-11T12:22:00.001-07:00

"Let us give the child a vision of the whole universe... for all things are part of the universe, and are connected with each other to form one whole unity."

- To Educate the Human Potential

Forced learning

2010-06-12T11:24:00.000-07:00

"Perhaps, in the same way, we give children things to eat intellectually when they are not hungry or are unable to digest them."

- The California Lectures of Maria Montessori, 1915, p.16

Characteristics of Montessori materials.

2010-06-12T11:15:00.000-07:00

"1. The principal quality of my material is to attract the attention of the child and to provoke a permanent reaction within the child.
2. (The next quality) of my material is that it is systematic. All the objects are connected in a series and together form a material of development.
3. (The third quality) of my material is that it contains (what I call) the control of error. As the child uses the material, the material shows the child his mistakes and, in this free path the child can correct these errors.

This also liberates him from unfavorable and discouraging criticism of others and develops in him the sense of (self-) criticism."

- The California Lectures of Maria Montessori, 1915, p.11,12

Forced work tires...

2010-06-12T10:54:00.000-07:00

Forced work tires him and consumes his strength whereas the free labor of a boy who is doing gymnastic exercises rests and strengthens him.

- The California Lectures of Maria Montessori, 1915, p.8

Hopes for peace

2010-06-12T10:34:00.000-07:00

"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.

"Our hope for peace in the future lies not in the formal knowledge the adult can pass on to the child, but in the normal development of the new man."

-- Dr. Maria Montessori
Education and Peace, page 58

(A Montessori quick bite from The Center for Guided Montessori Studies)

Ownership in the Environment

2010-06-02T17:02:00.000-07:00

It is living among real possessions of his own' which calms the child and assuages those desires which consume his precious powers in the vanity of illusion. Such a result is not to be achieved by imagining that he is living among his own possessions. Some teachers in charge of a model orphanage once said to me: 'We too make our children perform the exercises of practical life which you describe; come and see.' I went. Some of the authorities were also present, and a university professor of pedagogy.

Some children seated at a little table with playthings were laying the table for a doll's meal; their faces were quite without expression.

I looked in amazement at the persons who had invited me. They seemed quite satisfied; they evidently thought that there was no difference between laying a table in play and laying it for an actual meal. For them imaginary life and real life were the same thing. May not this subtle form of error be instilled in infancy and afterwards persist as a mental attitude? "

-- Dr. Maria Montessori
From Spontaneos Activity in Education

(A Montessori quick bite from The Center for Guided Montessori Studies)

Dr. Montessori stressed that the classroom belongs to the children. In today's quote we gain a glimpse of why she felt this way.

Thoughts for the day:

* Why is it important that children own and control things in their environments?

* Is the classroom environment sufficient, or should the home environment also be involved?

* Is this need for control different for children than it is for adults? What kinds of ownership do you require from your home and work environments?

* If you currently work in a classroom, what are the ways that you communicate ownership?

Peace

2010-06-02T16:48:00.001-07:00

"Ah! all those who love children must fight in this deadly war, and struggle for peace."
-- Dr. Maria Montessori
From Spontaneous Activity in Education

Child's potential

2010-04-04T14:45:00.000-07:00

Free the child's potential and you will transform him into the world" by Maria Montessori

Education

2010-04-04T14:07:00.000-07:00

"An education capable of saving humanity is no small undertaking, it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live."

-- Dr. Maria Montessori
Education and Peace – Address in Copenhagen May 1937

(A Montessori quick bite from The Center for Guided Montessori Studies)

Garden and Nutrition

2009-10-09T12:58:00.000-07:00

"Children today enjoy the rights which from time immemorial have been accorded to the vegetables of a well-kept garden." (Advanced Montessori Method I, Kalekshetra 1965) p. 9

Civilation and respect for Life

2009-10-09T12:56:00.000-07:00

... OUR CIVILIZATION IS NOT BASED UPON "RESPECT FOR LIFE" AND Respect for the soul: but rather it is based upon "respect for time. (Advanced Montessori Method I, Kalekshetra 1965) p. 166

False Fatigue

2009-10-09T12:55:00.000-07:00

[False fatigue is normally one hour after work commences. so at least two hours needed after that for big work] - see the graphs in (Advanced Montessori Method I, Kalekshetra 1965) pp 79 -

Repetition

2009-10-09T12:53:00.000-07:00

A child of six is capable of fixing his attention for a much longer period than a child of three ... the child of six is capable of repeating two hundred times an act which interests him. If the maximum period of continuous work on the same object may be half an hour for the child of three, it may be over two hours for the child of six. (Advanced Montessori Method I, Kalekshetra 1965) p. 66

Liberty and interuptions

2009-10-09T12:52:00.000-07:00

In order that the phenomenon should come to pass it is necessary that the spontaneous development of the child should be accorded perfect liberty; that is to say, its calm and peaceful expansion should not be disturbed by the intervention of an untimely and disturbing influence: ... (Advanced Montessori Method I, Kalekshetra 1965) p. 58

Choosing tasks conducive to Development

2009-10-09T12:42:00.000-07:00

When we refrain from guiding the subjugated child step by step, when, liberating the child from our personal influence, we place him in an environment suited to him and in contact with the means of development, we leave him confidently to "his own intelligence." His motor activity will then direct itself to definite actions: he will wash his hands and face, sweep the room, dust the furniture, change his clothes, spread the rugs, lay the table, cultivate plants, and take care of animals. He will choose the tasks conducive to his development and persist in them, attracted and guided by his interest towards a sensory material which leads him to distinguish one thing from another, to select, to reason, to correct himself; and the acquirement's thus made are not only "a cause of internal growth" but a strong propulsive force to further progress. Thus, passing from simple objects to objects of ever-increasing complexity, he becomes possessed of a culture; moreover, he organizes his character by means of the internal order which forms itself within him, and by the skill which he acquires. (Advanced Montessori Method I, Kalekshetra 1965) 161

Ordered minds

2009-10-09T12:40:00.000-07:00

It is not the accumulation of a direct knowledge of things which forms the man of letters, the scientist, and the connoisseur; it is the prepared order established in the mind which is to receive such knowledge. On the other hand, the uncultivated person has only the direct knowledge of objects; such a person may be a lady who spends a great part of the night reading books, or a gardener who spends his life making material distinctions between the plants in his garden. The knowledge of such uncultured minds is not only disorderly, but it is confined to the objects with which it comes into direct contact, whereas the knowledge of the scientist is infinite, because, possessing the power of classifying the attributes of things, he can recognize them all, and determine now the class, now the relationships, now the origins of each; facts much more profound than the actual things could of themselves reveal. (Advanced Montessori Method I, Kalekshetra 1965) p. 171

Auto Education

2009-10-09T12:36:00.000-07:00

The highest external organization is not based solely upon psychological necessities, but also upon those factors which take into account the cultural aspect itself. ... {various subjects] should be presented by means of external objects upon a well-defined systematic plan. ... to ensure the establishment of that aggregate of means necessary and sufficient to incite to auto-education. (Advanced Montessori Method I, Kalekshetra 1965, 70)

Individual differences

2009-10-09T12:28:00.001-07:00

… the same successive choices of material do not appear among the children as a whole. Indeed their individual differences begin to assert themselves progressively at this point in their education.” (Advanced Montessori Method II, Clio, 1997) p. 12.

Work

2009-10-09T12:21:00.000-07:00

Whatever task the child may choose it will be all the same provided he persists in it. For what is valuable is not the work itself, but the work as a means for the construction of the psychic man. (Advanced Montessori Method I, Kalekshetra 1965 p. 148. )

Description of Environment

2009-10-09T12:18:00.000-07:00

- "... light colour so that children can wash it with soap and water." (Dr. Montessori’s Own handbook, Bently 1966) p. 10.

- " (the long cupboard) It is very low so that a small child can set on the top of it small objects such as mats, flowers, etc. (Dr. Montessori’s Own handbook, Bently 1966) p.11

- above all each child should have a little flower put to sow the seed of some indoor plant to tend and cultivate... (Dr. Montessori’s Own handbook, Bently 1966) 12-13.

The plates are always of china, and the tumblers and water bottles of glass. Knives are always included in the table equipment. (Dr. Montessori’s Own handbook, Bently 1966) p. 13 [china plates, glass drinking vessels (Advanced Montessori Method I, Kalekshetra 1965) p. 121]

There is no limit to the equipment of the "Children's Houses: because the children themselves do everything. They sweep the rooms, dust and wash the furniture, polish the brasses, lay and clear away the table, wash up, sweep and roll up the rugs, wash a few little clothes, and cook eggs. (Dr. Montessori’s Own handbook, Bently 1966, p 14)

... personal toilet, the children know how to dress and undress themselves. They hang their clothes on little hooks ... fold up such articles of clothing.... (Dr. Montessori’s Own handbook, Bently 1966, p. 14)

CURRICULUM

2009-10-09T12:11:00.000-07:00

"Freedom in intellectual work is found to be the basis of internal discipline." (Advanced Montessori Method I, Kalekshetra 1965, p. 90)

In Advanced method talks of scientific approach "But this does not mean that 'a rigorous method must guide the child at all times and in every step that he takes. ... We tied the child to the materials in his sensory exercises, but we left him free to explore his environment. This must be the method for all his later steps in advance: he must be given the instrument and the strength to use it, and then left free to find things out for himself." (Advanced method p. 201)

Independence and lessons

2009-10-09T11:58:00.000-07:00

"These lessons are not necessary for all the children, as they learn from one another, and of their own accord come with great patience to analyze the movements, performing them separately very slowly and carefully." (Montessori,
Dr. Montessori's Own Handbook, 1965, p. 54)

"Such intervention, however, is almost always found to be unnecessary, for the children see their companios at work, and thus are encouraged to imitate them" (Montessori, Dr. Montessori's Own Handbook, 1965, p. 69)

Future Education

2009-07-19T21:17:00.000-07:00

"My vision of the future is no longer of people taking exams and proceeding on that certification form the secondary school to the university, but of individuals passing from one stage of independence to a higher, by means of their own activity, through their own effort of will, which constitutes the inner evolution of the individual."

Maria Montessori, From Childhood to Adolescence

Independence and adults

2009-07-12T16:18:00.001-07:00

Physical Environment

2009-07-12T16:06:00.001-07:00

"The Children's House is the environment which is offered to the child that he may be given the opportunity of developing his activities." (Dr. Montessori's Own handbook, Bently 1966) p. 9

Not only must the teacher be transformed, but the school environment must be changed. The introduction of the "material of development" into an ordinary school cannot constitute the entire external renovation. The school should become the place where the child may live in freedom, and this freedom must not be solely the intimate spiritual liberty of internal growth. The entire organism of the child, from his physiological, vegetative part to his more activity, ought to find in school "the best conditions for development." (Advanced Montessori Method I, Kalekshetra 1965) p 117.

This kind of school is not of a fixed type, but may vary according to the financial resources at disposal and to the opportunities afforded by the environment. (Dr. Montessori's Own handbook, Bently 1966) p. 9

It ought to be a real house, that is to say a set of rooms with a garden of which the children are the masters. (Dr. Montessori's Own handbook, Bently 1966) p. 9

... a kind of parlor in which the children amuse themselves by conversation, games, or music etc. the furnishing should be especially tasteful. (Dr. Montessori's Own handbook, Bently 1966) p. 10

Furniture:

The Furniture is light so that the children can move it about, and it is painted in some light colour ... (Dr. Montessori's Own handbook, Bently 1966) p. 10.

There are low tables of various sizes and shapes - square, rectangular and round, large and small. (Dr. Montessori's Own handbook, Bently 1966) p. 11

The rectangular shape is the most common as two or more children can work at it together. (Dr. Montessori's Own handbook, Bently 1966) p. 11

The seats are small wooden chairs ... (Dr. Montessori's Own handbook, Bently 1966) p. 11

... but there are also small wicker armchairs and sofas. (Dr. Montessori's Own handbook, Bently 1966) p. 11

"Two indispensable pieces of furniture ... a very long cupboard with large doors ... The other is a chest of drawers ... little drawers, each of which has a bright handle (or a handle of some color to contrast with the background) and a card with a name upon it. Every child has his own drawer, in which to put things belonging to him." (Dr. Montessori's Own handbook, Bently 1966) p. 11

(the parlor) should be especially tasteful. Little tables of different sizes, little armchairs and sofas ... (Dr. Montessori's Own handbook, Bently 1966) p. 12

... what is above all essential is that it be "artistically beautiful." (Advanced Montessori Method I, Kalekshetra 1965) p. 119

... there are very simple washstands, consisting of tables, on each of which stand a small basin, soap and nail-brush. Against the wall stand little sinks with water taps. (Dr. Montessori's Own handbook, Bently 1966) 13

"... it delights him to hang up his clothes on pegs fixed low down on the walls, within reach of his hands; to open a light door the handle of which is proportioned to the size of his hand ... (Advanced Montessori Method I, Kalekshetra 1965) p. 16.

... large part of the floor must be free for the children to spread their rugs and work upon them. (Dr. Montessori's Own handbook, Bently 1966) p. 12

... will be sufficient if it permits free movement of children among the furniture. (Advanced Montessori Method I, Kalekshetra 1965) p. 119.

... half of floor space unencumbered. (Advanced Montessori Method I, Kalekshetra 1965) 119.

Walls & Aesthetic:

Round the walls of the room are fixed blackboards at a low level, so that the children can write or draw on them. (Dr. Montessori's Own handbook, Bently 1966) p. 11

... and pleasing, artistic pictures, which are changed from time to time as circumstances direct. (Dr. Montessori's Own handbook, Bently 1966) p.11

Ornamental plants and flowering plants ought always be placed in the room where the children are at work. (Dr. Montessori's Own handbook, Bently 1966) p.12

... brackets of all kinds and sizes, upon which may be put statuettes, artistic vases or framed photographs...

... the pieces of carpet of various colours - red, blue, pink, green and brown ... (Dr. Montessori's Own handbook, Bently 1966) p. 12

Order & Organization

2009-07-12T16:01:00.001-07:00

The child left free without means of work would go to waste, just as a new-born babe, if left free without nourishment, would die of starvation. (Dr. Montessori's Own handbook, Bently 1966) 119-120

... organization would be in vain without the liberty to make use of it ... (Dr. Montessori's Own handbook, Bently 1966) p. 120.

... how great should be the results among little children from three to six years of age if the organization of their work is complete, and their freedom absolute?

Equipment

2009-07-12T16:00:00.001-07:00

Equipment:

"There is no limit to the equipment of the "Children's Houses: because the children themselves do everything." (Dr. Montessori's Own handbook, Bently 1966) p. 14

"In short, where the manufacture of toys has been brought to such a point of complication and perfection that children have at their disposal entire dolls' house, complete wardrobes for the dressing and undressing of dolls, kitchens where they can pretend to cook, toy animals as nearly lifelike as possible, this method seeks to give all this to the child in reality - making him an actor in a living scene." (Dr. Montessori's Own handbook, Bently 1966) 14-15.

Garden

2009-07-12T15:57:00.001-07:00

A garden which contains shelters is ideal, because the children can play or sleep under them, and can also bring their tables out to work or dine. In this way they may live almost entirely into the open air ... (Dr. Montessori's Own handbook, Bently 1966) p.10

Outdoor play equipment: the fence ... does not detract in any way from the appearance of the garden.