Montessori-Pierson Publishing Company, p/o Koninginneweg 161, Amsterdam (2024)

22/12/2024

BUILDING A PEACEFUL WORLD
If the child cannot use his intelligence it atrophies. The child needs to have something to do, to have objects on which to act. Placing such objects at his disposal means creating an environment in which he can act. When must this environment be created? As soon as the child begins to move about, adults keep the child from being active and think that by so doing they are ‘training’ him. The adult is a dictator. A dictator wants others to obey his will and refuses to take their personalities into account. … A new science can thus come into being, and through it the first steps toward building a peaceful world. Harmony between the child and the adult, the creation of a place in the world for human beings who at present do not have one are goals that point to the work of reconstruction that must be undertaken. Page 47-48 from the book Education and Peace https://montessori-pierson.com/products/education-and-peace-vol-10 ; https://montessori-pierson.com/products/educacion-y-paz

16/12/2024

ESSENTIAL CONDITION FOR LEARNING: THE PUPIL AGREES TO RECEIVE KNOWLEDGE AND IS INTERESTED
The teacher’s work mostly remained outside the mind because he was unable to arouse the child’s interest. Moreover, the abstraction demanded from the child was often the forced response given by a simple mechanical faculty under torture. The words difficulty – obstacle – pons asinorum – stumbling block – are applied to a regrettable failure to teach elementary mathematics, which represents the very first steps of education. The collection of problems faced by educators cannot be resolved through the logical study of the sequence of problems. There is a special technique for teaching methods. A whole further series of obstacles are still not taken into consideration in practice today. In fact, learning is subject to an essential condition: that the pupil agrees to receive the knowledge and is able to pay attention or, in other words, is interested. His psychic activity is the sine qua non for success. Everything that is boring, discouraging and interrupts becomes an obstacle that no logical teaching preparation can overcome. We therefore need to study the conditions necessary for the unfolding of spontaneous individual activities, and develop the art of allowing joy and enthusiasm for work to spread. The interest that drives spontaneous activity is a truly psychological key. One can understand and understand clearly without achieving any results…Page 4/5 from the book Psychogeometry https://montessori-pierson.com/products/psychogeometry-vol-16 ; https://montessori-pierson.com/products/psicogeometria-vol-16

08/12/2024

Storytelling of the truth
We know that children since the beginning of the world take and absorb. They absorb the speech of the adults so that now, at six years of age, they can listen and reconstruct what is told them if it is given in a certain form. The adult gives them stories….
If we use the method used by the fairy tales we can get into communication with the mind of the child. So instead of giving just any teaching we must prepare short stories along these lines. They must have a few, clearly drawn persons with unusual characteristics. There must be a limited environment full of attractive and new things, because the children’s interest is in the fantastic side, in the unusual. Children can reconstruct every story, but they also like something that is connected with movement and a real environment. They like something they can handle so that they can fix the idea in their minds. This may be a projection of something that is inside; they construct with blocks and sand, let them construct in relation to what they have in their minds, give them something new which is in line with their natural psychology.
Children can take from the environment without a teacher. This is their natural capacity. They also have a capacity for work, which stimulates their minds. We have studied these facts before, now we must see that children also have the capacity to take from stories told by an adult. We can give them stories which are like fairy tales and give knowledge under the guide of these stories. We can give history for example. The difference between history and fairy tales is that history is facts and fairy tales are invented. History is facts, but the facts are far away from us and it is fantastic. We cannot see it; we can only imagine it. History can be an exercise for imaginative construction. You cannot impart it through the senses but only through the imagination. The children must reconstruct the details. Page 43/45 from the book The Child, Society and the World: https://montessori-pierson.com/products/the-child-society-and-the-world

29/11/2024

ANALYSING THE LANGUAGE
We say that the child must be active in the school. People often understand this to mean that the child must move about in the school in order to learn. There is however another interpretation of the term active. If we present an item of knowledge to the mind of the child by means of activity, knowledge secretly pe*****tes into his mind during the course of the action which is being accomplished. He then understands the idea better. Language is one of the greatest inner fields of activity of the child. Grammar, which takes up the language for analysis can be offered in an active form. This is almost like bringing the language to life again. Some philosophical ideas may pe*****te better in this manner. The study of the verb is usually the most difficult part of grammar studies. If we stop to think about it, we can see that the verb is also the most active part of language. So first we offer the child verbs in a demonstrative fashion and show that they indicate action. After the action is carried out, the child sees that there are a great many different actions which result in merriment and happiness. He thus becomes deeply interested in the verb. In the first exercise done with verbs, we offer each child a card on which an action that has to be carried out is written. Sometimes these cards are distributed to many children who carry out, at the same time, the action on their card – run, walk, jump, sit. Sometimes all the cards are given to the same child, who carries out all the actions one after another. Page 339 from the book Creative Development in the Child: https://montessori-pierson.com/products/creative-development-in-the-child-vol-24

22/11/2024

CHILD’S AUTO-EDUCATION
The use to which these modified insets, may be put is most varied. The main purpose is to facilitate the child’s auto-education through exercises in geometry and often through the solution of real problems. The fact of being able actually to “handle geometric figures”, to arrange them in different ways, and to judge of the relations between them, commands the child’s absorbed attention…..A child who works spontaneously and for a long period of time with this material not only strengthens his reasoning powers and his character but acquires higher and clearer cognitions, which increase his mental capacity. In his succeeding spontaneous flights into the abstract he will show ability for surprising progress. While a high school child is still wasting his mental effort in trying to understand the relation between geometrical figures, which it seems impossible for him to comprehend, our child in the primary grades is “finding it out for himself ” and is so elated by his discovery that he immediately begins the search for other geometrical relations. Our children gallop freely along over a smooth road, urged on by the inner energy of their growing psychic organism, while many other children plod on barefooted and in shackles over stony paths. Page 243-244 from the book The Advanced Montessori Method volume 2: https://montessori-pierson.com/products/the-advanced-montessori-method-volume-2-vol-13; https://montessori-pierson.com/products/la-autoeducacion-volumen-2-vol-13; https://montessori-pierson.com/products/zelfopvoeding-deel-2

10/11/2024

EVERY HUMAN BEING DOES HIS MOST INTELLIGENT WORK IN THE SUBCONSCIOUS
… it is not the experiences in themselves, but the traces of them left behind in the mneme, which make a mind powerful, such traces being known as Engrams. Page 11
…Thus it may be said that every human being does his most intelligent work in the subconscious, where psychic complexes are the construction of engrams. These do much more than create an association of ideas, for they organize themselves to carry out work, which we are unable to do consciously. Psychic complexes help a writer to create beautiful ideas, new to his conscious mind and vaguely attributed to inspiration. The working of these complexes is of immense importance in education. In accordance with these discoveries, we are now advised not to labour at memorizing some important piece of work, but rather to study it lightly and then set it aside for some days without quite forgetting it, so allowing the engrams time to organize themselves in concentration. This is exactly what is observed to happen in a Montessori School, where children’s revelations of their own mental processes have anticipated psychological research. Children are often seen walking alone by themselves while others are working, for just after learning something they feel the need of quiet; on return to the class they will show new ability, just as a child returning to school after holidays finds himself able to understand what was obscure before. In the light of these facts, how futile and even mischievous appears cramming for examinations! Page 13 from the book: To educate the human potential: https://montessori-pierson.com/products/to-educate-the-human-potential-vol-6; https://montessori-pierson.com/products/la-educacion-de-las-potencialidades-humanas-vol-6; https://montessori-pierson.com/products/opvoeden-voor-een-nieuwe-wereld-en-onderwijs-en-het-menselijk-potentieel

03/11/2024

RESPECT FOR USEFUL ACTIVITY
…It is not a question of giving a child a knowledge about the qualities of things, such as size, shape, and colour, by means of various objects. Nor is it her aim to train a child to use the materials correctly. This would put our material in competition with that of others, for example, that of Fröbel; and it would demand the continual active operation of the teacher in providing information and hastening to correct a child’s every mistake until he had learned his lesson. In fine, it may be said that our materials are not a new means to be placed in the hands of an “active” teacher to help her with her teaching.
Rather, there is a radical change in method. Activity has hitherto been the special competence of the teacher, but in our system it is left mainly to the child.
The work of education is divided between the teacher and the environment. For the “teaching” teacher there has been substituted a much more complex combination consisting of teacher and many different objects, and both teacher and objects cooperate in a child’s education.
The profound difference that exists between our method and the socalled “objective lessons” of the older systems is that the objects are not a help to the teacher.
The objects in our system are, instead, a help to the child himself. He chooses what he wants for his own use, and works with it according to his own needs, tendencies, and special interests. In this way the objects become a means of growth. Page 159 from the book the discovery of the child https://montessori-pierson.com/products/the-discovery-of-the-child-vol-2 ; https://montessori-pierson.com/products/el-descubrimiento-del-nino-vol-2 ; https://montessori-pierson.com/products/de-methode

27/10/2024

WORK THAT LEADS TO LOFTIER LEVELS BOTH IN THE PSYCHIC AND PHYSICAL REALMS
Thinking about the matter that children might absorb culture little by little was surprising but conceivable. What was inconceivable was that the children improved also in health as if they had undergone a physical cure. They had been anaemic, they continued to be ill-nourished and in spite of it their circulation improved, and they became healthier. Though at the time to me as a Doctor in medicine the fact seemed incredible, I was made to realise that certain conditions which fulfilled psychic needs had evidently also influence upon the physical body.
…it became clear that the child growing in favourable conditions not only could learn much more deeply and rapidly, not only become self-reliant and mentally healthy, but without any other special care his physical condition also became normal. So the time came when Doctors recommended our Case dei Bambini as a kind of health resort. It was as if health and happiness of children were closely linked with the circumstances in which their personality and their intelligence developed. The children’s enthusiasm for activity and for study when fulfilled not only gave them joy but also bettered their physical conditions. So it became clear that it was not play, but the work connected with developing to his inner needs which led the child to loftier levels both in the psychic and the physical realms. Page 9-10 From the book: “Citizen of the world” https://montessori-pierson.com/products/citizen-of-the-world-vol-14 ; https://montessori-pierson.com/products/ciudadano-del-mundo-vol-11

18/10/2024

VAN DE KINDERJAREN NAAR DE ADOLESCENTIE
In dit boek onderzoekt Maria Montessori de onderwijsproblematiek van het oudere kind, de adolescent en zelfs de volwassen student.
Ze overweegt elk niveau en zoekt naar de optimale manier om hun groei te faciliteren. Montessori analyseert eerst de kenmerken en behoeften van kinderen van zeven tot twaalf jaar.
In deze periode kan geconstateerd worden dat er echte metamorfoses plaatsvinden die van bijzonder belang zijn voor de morele opvoeding, het concept van rechtvaardigheid en sociale aanpassing.
De overgang naar abstractie, de rol van de verbeelding en het ‘eropuit gaan’ zijn sleutels tot het opnemen van hun cultuur.
Ook bespreekt ze het onderwijs aan de adolescent, de ‘Erdkinder’, en het onderwijs aan de universiteit.

Nu verkrijgbaar tot en met 31 oktober 2024 via onze webshop met 15% korting voor € 12,75 door gebruik te maken van “discount code”: adolescentie.
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13/10/2024

MAN BUILDS HIMSELF THROUGH WORKING
Nothing can take the place of work, neither physical wellbeing nor affection, and, on the other hand, deviations cannot be corrected by either punishment or example. Man builds himself through working, working with his hands, but using his hands as the instruments of his ego, the organ of his individual mind and will, which shapes its own existence face to face with its environment. The child’s instinct confirms the fact that work is an inherent tendency in human nature; it is the characteristic instinct of the human race. How then could it ever have come to pass that work, which should represent the supreme satisfaction, the centre of health and regeneration, as it does for the child, should be rejected by the adult man?…Perhaps because work in human society rests on mistaken foundations. It develops from deviated man, deviated through possession, power, apathy, attachment, so that the deep-seated instinct remains hidden as a suppressed characteristic…
But when through exceptional circumstances work is the result of an inner, instinctive impulse, then even in the adult it assumes a wholly different character. Such work is fascinating, irresistible, and it raises man above deviations and inner conflicts. Such is the work of…men gifted with such an extraordinary power as to enable them to rediscover the instinct of their species in the patterns of their own individuality. This instinct is then a fountain that bursts through the hard outer crust and rises, through a profound urge, to fall, as refreshing rain, on arid humanity. It is through this urge that the true progress of civilisation takes place. Page 165-166 from the book The Secret of Childhood: https://montessori-pierson.com/products/the-secret-of-childhood-vol-22; https://montessori-pierson.com/products/el-nino-el-secreto-de-la-infancia-vol-4; https://montessori-pierson.com/products/het-geheim-van-het-kinderleven

06/10/2024

A LOVE OF HUMANITY
The child should love everything that he learns, for his mental and emotional growths are linked. Whatever is presented to him must be made beautiful and clear, striking his imagination. Once this love has been kindled, all problems confronting the educationist will disappear. The great Italian poet, Dante, has said:..“The greatest wisdom is first to love.” To sublimate the soul one has to reach this perfect state of love – what has been called Intellectual Love, to distinguish it from the personal. Children can and do love abstract subjects, such as mathematics…
It is hoped that when this sentiment of love for all subjects can be aroused in children, people in general will become more human, and brutal wars will come to an end. But a love for science and art, and all that mankind has created, will not suffice to make men and women love one another. To love a beautiful sunset..does not necessarily awaken a greater feeling of affection towards humanity, nor does a love for art in a man beget a love for his neighbour. What is necessary is that the individual from the earliest years should be placed in relation with humanity. There is no love in our hearts for the human beings from whom we have received, and are receiving so much in bread and clothing, and numerous inventions for our benefit. We take and enjoy all that is done for us without gratitude….Let us in education always call the attention of children to the hosts of men and women who are hidden from the light of fame, so kindling a love of humanity; not the vague and anaemic sentiment preached today as brotherhood, nor the political sentiment that the working classes should be redeemed and uplifted. What is most wanted is no patronizing charity for humanity, but a reverent consciousness of its dignity and worth. Page 14-16 from the book: To educate the human potential: https://montessori-pierson.com/products/to-educate-the-human-potential-vol-6; https://montessori-pierson.com/products/la-educacion-de-las-potencialidades-humanas-vol-6; https://montessori-pierson.com/products/opvoeden-voor-een-nieuwe-wereld-en-onderwijs-en-het-menselijk-potentieel

29/09/2024

THE FIRST EXPLOSION IS ONE OF WORDS, THE SECOND IS ONE OF THOUGHTS
It will, I think, help to give a clearer idea of children’s hidden tendencies if I pause to speak of certain profound forms of sensitiveness, which their minds possess. We come to something like a psychoanalysis of the infant mind. In Figure 8 I have used symbols to show the child’s development of language. This will help to make our ideas clear. Black triangles are chosen to represent substantives (the names of things), red circles stand for verbs, and the remaining parts of speech are as in the key – Figure 8. If, now, we know that the child uses some two or three hundred words at a particular age, the method I offer enables us to show this pictorially, and so we are enabled to see at a glance how language develops, for whether the child’s language be English, Tamil, Gujarati, Italian or Spanish, the parts of speech are always represented by the same symbols.
On the extreme left of our diagram are some nebulous patches, which show the baby’s first efforts to speak: exclamations, interjections, etc. Then comes the stage when two sounds are joined to produce a syllable; then three sounds leading to words. Later still, toward the right hand side of the diagram, we see various groups of words. These consist of certain nouns often used by the child, then come phrases of two words each – phrases which have a diffused meaning, each word standing for many. Soon after this an immense “explosion” occurs, in which a multitude of new words comes into use. I have shown the actual number estimated by psychologists.
Just before this we see in the diagram a group of words, mostly nouns, and near them various other parts of speech scattered about at random; but immediately after the age of two, a second phase is shown in which the words form orderly groups. This is an explosion into sentences. The first explosion is therefore one of words, the second explosion is one of thought. Page 115 from the book The Absorbent Mind: https://montessori-pierson.com/vol-1-the-absorbent-mind.html ; https://montessori-pierson.com/sp-3-mente-absorbente-del-ni-o.html ; https://montessori-pierson.com/nl2.html

21/09/2024

Montessori is the best weapon for PEACE
"Moretti takes us into parts of Montessori's life that even a devoted student of her pedagogy would not necessary know about, from her efforts to form a White Cross to complement the Red Cross to her work with Anna Freud and others.This fascinating and revealing account illuminates and contextualises the inventor of this very sound and worthy method of education" writes Angeline Lillard.
https://www.amazon.com/Best-Weapon-Peace-Montessori-Education/dp/0299333108, https://montessori-pierson.com/products/education-and-peace-vol-10, https://montessori-pierson.com/products/educacion-y-paz

14/09/2024

A PLAN OF EDUCATION MUST BE CONSTITUTED FOR EACH STAGE OF DEVELOPMENT
The seven-year-old child begins to ask himself what is good and what is bad. His mind begins to set itself problems. Many people have recognised that in the psychic field. From the point of view of learning, different types of mentality are seen in the different periods of a child’s life. Many have noticed that a child of five years begins to show certain changes in his mentality, and that at the age of seven, he is mature enough to receive certain other kinds of knowledge. All these different stages of the child’s mentality must be studied. The differences in each stage are complex. There is not only a difference in the capacity of the child to absorb things, but also a distinct difference in the way he shows affection towards other people. There is a difference in his social behaviour, the way he lives with his small companions. There is a difference in the child’s needs with regard to the extent of the environment in which he lives. So a picture of a complex life, which changes with each successive period, emerges.
Our method should correspond to these different stages of the child’s life, finding a different environment, and different way of dealing with him in each stage. For example, a small child is very happy in a closed environment, like his own house. To him, it is not a confinement, to be relegated to live his life within this small limit. However for a child of seven years these limits are too narrow, he will try to get out, to run away, as he wants to augment the number of people who are in real relation with him. Education must therefore, respond to these changes. A plan of education must be constituted for each stage. Page 162-163 from the book Creative Development in the Child: https://montessori-pierson.com/creative-development-in-the-child-no-24.html

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