Children are Wonderful
children are wonderful. It is quite enough to surrour
them with things and to let them be. Never interfere
unie it is absolutely necessary. And let them be.
And never scold them.
to the age of seven, children should enjoy themselves
School should all be a game, and they learn as they
play. A they play they develop a taste for learning,
knowing an( understanding life. The system is not
very important. It i the attitude of the teacher that
matters. The teacher should not be something that
one endures under constraint. Hi should always be
the friend whom you love because he helps and amuses
If the children, even very small, are taught to put
things in order, classify objects by kind, etc. etc.,
they like it very much and learn very well. There
is a wonderful opportunity to give them good lessons
of arrangement and tidiness, practical, effective
lessons, not theory.
and I am sure the children will help you to arrange
is obvious that until the child becomes at least a
little conscious of itself, it must be subjected to
a certain rule, for it has not yet the capacity of
choosing for itself.
age is very variable; it depends on people, depends
on each individual. But still, it is understood that
in the seven-year period between the age of seven
and fourteen, one begins to reach the age of reason.
If one is helped, one can become a reasoning being
between seven and fourteen.
seven there are geniuses - there are always geniuses,
everywhere - but as a general rule the child is not
conscious of itself and doesn’t know why or how to
do things. That is the time to cultivate its attention,
teach it to concentrate on what it does, give it a
small basis sufficient for it not to be entirely like
a little animal, but to belong to the human race through
an elementary intellectual development.
that, there is a period of seven years during which
it must be taught to choose - to choose what it wants
to be. If it chooses to have a rich, complex, well-developed
brain, powerful in its functioning, well, it must
be taught to work; for it is by work, by reflection,
study, analysis and so on that the brain is formed.
At fourteen you are ready - or ought to be ready -
to know what you want to be.
to what I see and know, as a general rule, children
over 14 should be allowed their independence and should
be given advice only if and when they ask for it.
should know that they are responsible for managing
their own existence.
(Ibid. Vol. 12,p196,p.184,p191, vol.8. pp.180-81)
must have a lot of patience with young children, an
repeat the same thing to them several times, explaining
it t them in various ways. It is only gradually that
it enters their mind. For children there should be
a time for work and study and a time for play. Top
Intelligence and capacity of understanding are surely
more important than regularity in work. Steadiness
may be acquired later on. The teacher must find out
the category to which each of the children in his
care belongs. And if after careful observation he
discovers two or three exceptional children who are
eager to learn and who love progress, he should help
them to make use of their energies for this purpose
by giving them the freedom of choice that encourages
individual growth. The old method of the seated class
to which the teacher gives the same lesson for all,
is certainly economical and easy, but also very ineffective,
and so time is wasted for everybody.
(Ibid. Vol. 12,p.135,p.134,p136,p.349)