Paula Polk Lillard Quotes

Our schools are no closer in connecting the education of children to their development as human beings: each child as an individual with a unique contribution to make to the world. Until this is done, our schools will fail to help children become active learners, connected to their society, and empowered to accomplish things within it.

To prepare any activity for the child, it is necessary for the parent to think through every detail ahead of time. For example, is the cracker stiff enough to spread the peanut butter on or does it crumble with the pressure of spreading?...All of these difficulties become apparent in the preliminary practice period by the adult prior to a presentation to the child.

The child doesn't just live in his environment, it becomes a part of him.

She was quite surprised to notice that the "toys" she had placed in the room were among those things virtually untouched.

After you have planned each detail of an activity, organized a tray of materials, and practiced with them, you can model a cycle of activity with the child. Do so very slowly and methodically, pausing briefly after each step. Your child wants to imitate you but his thinking skills are limited. He relies on habit, pattern and repetition.

How are we to help? We need to become aware of all the ways in which we hold the child back from becoming a fully functioning human being: the sink and counter that she cannot reach, the mirror that is too high for her to see herself, the chair that is too big for her to sit comfortably in...the pants that are too tight for her to pull up and down...

...Montessori decided her teachers must each write their own textbook based on their own understanding of Montessori education... her own personal guidebook to refer to, revise, and add to throughout her teaching career.
...By writing her own guidebook, the Montessori teacher is forced to think through her personal approach to the materials and the children on a deeper level than if she were merely handed someone else's answers. This policy of asking each teacher to state her own understanding of Montessori philosophy is consistent with a philosophy and method of education that asks children to discover their own answers, instead of expecting to appropriate and substitute someone else's experiences for their own.

Montessori called the child under six years old "a sensorial explorer" and based her educational approach for the child's early years upon the child's learning through the senses.

After you have demonstrated a practical-life exercise, and once your child has begun to use it with concentration, you must take care not to interrupt him.

adult's role is to "teach children limits with love or the world will teach them without it.

Parents in the early half of the twentieth century were primarily concerned with the development of character in their children. They wanted to be certain that their children were ready to cope with adversity, for it was surely coming to them one day whether in personal or national life. The development of character involves self-discipline and often sacrifice of one's own desires for the good of self and others. Montessori education, developed in this historical period, reflects this emphasis on the formation of the child's character. However, parents today are more likely to say their primary wish for their children is that they be happy. In pursuit of this goal they indulge their children, often unconsciously, to a degree that is startling to previous generations. All parents need to remember that true happiness comes through having character and discipline, and living a life of meaningful contribution -- not by having and doing whatever you wish.

The child must be given activities that encourage independence, and he must not be served by others in acts he can learn to perform himself.

The small child walks to develop his powers, he is building up his being. He goes slowly. He has neither rhythmic step nor goal. But things around him allure him and urge him forward.

Because the materials selected for a specific purpose such as food preparation are set on a tray in order and sequence of use, from left to right and top to bottom, the child mentally incorporates this precise order it becomes part of his functional intelligence