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Sequence 14street the house of the priest was be- ing looted; farther up, at the end, a gutted church was still smoldering. From a… |
Sequence 15Child working with Botanical Cards, Laren, Holland, 1939 lO The NAMTA Journal • Vol. 23, No. 2 • Spring 1998 |
Sequence 16Laren, Holland THE BOTANICAL CARDS by Mario M. Montessori The Botanical Cards are one of the items of the Montessori… |
Sequence 17children, the child who recognized the almost invisible auto in the picture of a dog. 1 There is something else besides… |
Sequence 18picture, the mother said, he repeated the same sounds. I was not aware of this when, some weekslater,he was brought to… |
Sequence 19impressions to each of which one word is attached, and with the repetition of the word, every time the same impression occurs… |
Sequence 20school. Evidently a natural process of accelerated exploration is going on, an exploration that, besides the environment,… |
Sequence 21meaning friends who thought they were contributing in keeping the garden clean. I have already mentioned that it is to the… |
Sequence 22with the names of the veins when he was asked the names of the shapes. That is how the present material was devised. The… |
Sequence 23and "Where is the fruit?" Eventually we made several groups of envelopes which dealt with flowers and fruit… |
Sequence 24notice them it is as though they were not there and as useless as if they were unavailable. So in the midst of plenty, he… |
Sequence 25especially in the beginning. Once the child has become acquainted with the different names, it is no longer essential and the… |
Sequence 26Still later in the reading stage, booklets may be used which have again the same illustrations, each of them constituting a… |
Sequence 27which the descriptive items belong. To give an example, after having placed on the table the "leaf" and the… |
Sequence 28same answer, the teacher asks the rest of the children, and, when they all agree, places the strip under the appropriate name-… |
Sequence 29As the child's knowledge grows, the world becomes different for him. Sometimes he wants to make sure, as it happened in… |
Sequence 30The NAMTA Journal 25 |
Sequence 31Mario Montessori standing behind Maria Montessori at the Theosophical Society, 1947. Seated at right: Sir Archibald Nye,… |
Sequence 32Kodaikanal, India THE IMPACT OF INDIA by Mario M. Montessori Looking back on the checkered life of Dr. Montessori in this… |
Sequence 33where we - d with t and spi• At the time, Dr. Montessori and I cer- tainly felt the inner burden of the situation. It was… |
Sequence 34and our activity was developed in many places, from Kashmir to Ceylon. This in itself was a great advantage for conducting… |
Sequence 35ment, the development of independence, the development of intelli- gence ... There also one could observe absorption at an… |
Sequence 36direttamente da Dio. lo nascondo il mio immenso potere e lo uso per ridurre la mia divinita a umanita- per diventare come te… |
Sequence 37discoveries of Maria Montessori, which are set forth in this book, special assistants were trained to guide the mothers in the… |
Sequence 38The NA.MTA Journal 33 |
Sequence 39Mario Montessori, 1970 34 The NAMTA Journal • Vol. 23, No. 2 • Spring 1998 |
Sequence 40Kodaikanal, India THE KooAIKANAL EXPERIENCE: KAHN-MONTESSORI INTERVIEW by David Kahn David Kahn: You once alluded to… |
Sequence 41of creation should fashion that the e it but absorb it i h~y will feel that o lace to live in, a p ace w ere generosity… |
Sequence 42Montessori: In particular, they observed and detected different aspects of the plants. Kahn: How did you work it? Would they… |
Sequence 43Montessori: No. She was a great scientist; she actually took a degree in biology after she finished her study of medicine. She… |
Sequence 44that existed; nature's equilibrium would be maintained. The moun- tains, the rain, why didn't it rain here, and why… |
Sequence 45had its cosmic task. And some of these tasks were not pleasant for human beings. The children might consider the task horrible… |
Sequence 46contained by a cylinder, it pushes together. When you take the sides of the cylinder off, it pushes together. Then you… |
Sequence 47Montessori: Yes. In the olden times, Dr. Montessori had the children up to six, and then from time to time would keep children… |
Sequence 48The NAMTA Journal 43 |
Sequence 49Maria Montessori, 1950 44 The NAMTA Journal • Vol. 23, No. 2 • Spring 1998 |
Sequence 50Kodaikanal, India THE UNCONSCIOUS IN HISTORY by Maria Montessori In the book The Absorbent Mind, the influence of the &… |
Sequence 51man start as but a species of the group of monkeys: He handles stones in a manner analogous to chimpanzees, who, submitted to… |
Sequence 52later. It is not surprising, therefore, that the scientific conception of history has embarked today upon a similar path. Only… |
Sequence 53The term unconscious concerns us, the humans. It is true that of all living beings we alone are endowed with the gift of… |
Sequence 54advantage of the evolution of the whole in which all take part than with its own salvation. Thus the purpose of life is shown… |
Sequence 55atmosphere, they are the salvation of the earthly life of the whole animal kingdom. Let us consider aquatic life; the second… |
Sequence 56Let us once again penetrate into the realm of fantasy and endow the corals with consciousness. They would first of all realize… |
Sequence 57Why, in all that time, did they not seek a more digestible food, strong and large as they are and so powerfully armed? If the… |
Sequence 58which not only man but the very earth owes it gratitude. Nor would the cow, were it to become even as conscious as we are,… |
Sequence 59when one picks them up? Their food is the humus-the earth itself, that is to say-and their hunger is insatiable. Their… |
Sequence 60Yes, there are innumerable agriculturists, gardeners, sweepers, grave diggers that keep order upon the earth so that nature… |
Sequence 61species. He must overcome dangers and seek security to ensure his safety. Perhaps he resumes, within his personality, all the… |
Sequence 62environment, Earth. Each, following its instincts, the dictates of the unconscious, performs a task as if it were a cosmic… |
Sequence 63nations, famous for the products of their intelligence, act as if they had never even brushed the fringe of civilization. In… |
Sequence 64And if we look at the great de- posits of coal which plants took millions of years in burying, and , The •unconscious… |
Sequence 65splitting of the atom, this is shorter than a flash, as short as that fiat we attribute to the character of Divine Creation.… |
Sequence 66Struggling with the elements, primitive man lived and worked in direct contact with nature. Only gradually did he build a form… |
Sequence 67In his gradual advance through successive civilizations man has become more and more linked with the rest of humanity, not… |
Sequence 68The conception of "supra-nature" differs greatly from that of the "supernatural." The… |
Sequence 69Life, to compose its substances, uses the same atoms as does inorganic nature, but it gives them a new organization,… |
Sequence 70London, England MONTESSORI AND THE DEEPER FREEDOM by Mario M. Montessori and Claude A. Claremont I am inclined to think that… |
Sequence 71child-being, as she used to say, an extra-social entity-did not seem to have any environment other than the one made by adults… |
Sequence 72f h n r h olutlon ems. It oun idence j e plasticine, bits of wood and nails, unlimited water in a waist-high tank,… |
Sequence 73than the game, deeper than the implements of the game, which the game and its implements combine to satisfy? This it is that… |
Sequence 74its shape can be distinguished by the hand which grasps it as well as by the eye. With this the child can "spell by… |
Sequence 75These sudden outbursts, which Dr. Montessori aptly terms "explo- sions," are prepared not just by growing,… |
Sequence 76from forms and gives names to each; it abstracts the idea of length from the many things that are long and when it uses the… |
Sequence 77THE NEED FOR EXPERIMENTATION But the process of perfecting all these expedients and devices, from the point of view of making… |
Sequence 78But this does not mean that other devices of equal value may not still be "hidden within the womb of time,"… |
Sequence 79hatching, but later show a reversal of this tropism and seek those at lower levels. Dr. Montessori saw the analogy between… |
Sequence 80perforce-like the earlier part of her work-in collaboration with the child). Needing, as it would, government support, no… |
Sequence 81THE TEACHER'S STATUS Turning back from vision to achievement, certain practical con- sequences demand a reference,… |
Sequence 82development from birth until the age of three. But the child of any age, when observed under ideal conditions, shows forth man… |
Sequence 83More than 30 years had to pass before Dr. Montessori and her followers-collaborators, she often called them-working by… |
Sequence 84learn-which is the true mental attitude for every experimental scientist. It is difficult, in these few words, to do justice… |
Sequence 85her death, any more than chemistry ended with Lavoisier. Her name is not just a landmark in a series of other names, nor is… |
Sequence 86The NAMTA Journal 81 |
Sequence 87Advanced Course, London, 1957-58. Mario Montessori is seated in canter of front row. Muriel Dwyer: far left, front row.… |
Sequence 88London, England THE CHILD BEFORE SEVEN YEARS OF AGE THE CHILD AFTER SEVEN YEARS OF AGE and WHAT CHILDREN TAUGHT DR.… |
Sequence 89human accomplishments are concerned, he started at zero. He had no conscious intelligence and no logical way of reasoning; now… |
Sequence 90Coupled with this profound admiration for his family is the desire to be always with them. All small children are introverts… |
Sequence 91animals. In some primitive tribes the child would begin to go hunting or fishing with his father. An inner wisdom has been… |
Sequence 92He has become adapted to his group as it is at the particular time when he is growing up and to his environment and whatever… |
Sequence 93and wherefores, so that it is quite clear in his mind how things function and what causes them to do so. If he is interested… |
Sequence 94he will become a social being. This is how na hue, the Mind behind the Universe, prepares him for his task as an adult… |
Sequence 95with great thoroughness and perspicacity. And, as formerly stated, he must have followed some inner directive that caused him… |
Sequence 96visitor who happened to come on the day the disaster occurred. But the older children were distressed and anxious to find out… |
Sequence 97This craving for visualizing the causes and the instrumental inter- play of different objects that produce a certain effect is… |
Sequence 98the adventurous spirit, the need to understand precisely how things function-without these there could be no scientific… |
Sequence 99speed, on answering questions inside a time limit, and on quick-fire mental arithmetic. Such automatism has little to do with… |
Sequence 100to build a fire, you are expected to admire his fire even if it is a poor one. Once he has mastered the technique, however,… |
Sequence 101Loyalty of the child to his group has already been mentioned. Since the group is generally in opposition to the adult, it may… |
Sequence 102What kind of education will help his development, help the child to realize his tendencies? We have seen that at this age he… |
Sequence 103There is also the scientific preparation for going out, which he receives through the study of geography, biology, botany.… |
Sequence 104...... Above all, we must remember his spiritual needs, his idealism, his longing to serve a cause, to attach himself to the… |
Sequence 105Mario Montessori, 1970 100 The NAMTA Journal • Vol. 23, No. 2 • Spring 1998 |
Sequence 106SPIRITUAL OUTLOOK AND THE CHILD by Mario M. Montessori edited by Renilde Montessori Last month, in Edinburgh, Professor A.J… |
Sequence 107The cure appears, however, to have proved worse than the disease, so much so that today the trend to return "to the… |
Sequence 108The change of behavior surprised not only Dr. Montessori but the visitors who flocked from all parts of the world to witness… |
Sequence 109not that also show that if some passing event in the child's life can leave its mark in the adult being, the continued… |
Sequence 110To provide for the education of young children is a luxury, however. Almost every government, while sympathizing with the… |
Sequence 111A LETTER FROM MR. MARIO M. MONTESSORI December 1973 Unavoidable circumstances have made it impossible to have the last… |
Sequence 112Now the signs are all there. Selfishness and greed for better conditions prevail to such an extent that pollution is growing… |
Sequence 113work. This might be so when applied to adults, for their work concerns the fatiguing exploitation of the natural environment,… |