The Absorbent Mind (Rediscovered Books). Maria Montessori Montessori

in him an intense interest and such a great enthusiasm that they seem to penetrate into his very life. The child takes all these impressions not with his mind, but with his life. The acquisition of language is the most evident example of this. How is it that the child acquires language? It is said that the child is endowed with the sense of hearing, that he hears the voice of the human being and thus he learns to speak. Let us admit this. It is a fact. Why, however, amongst all the millions of different sounds and noises that surround him, does he hear just the voice of man? If it is true that the child hears, and if it is true that he takes only the language of human beings, it means that the human language must have made a great impression on the child. These impressions must be so strong, they must cause such an intensity of feeling and such a great enthusiasm as to set in motion invisible fibers within the body that begin to vibrate in order to reproduce those sounds. We can compare it to something similar in ourselves. Sometimes one goes to a concert. After a while one begins to see rapt expressions on the faces of the public; heads and hands begin to move. What has brought them into movement if not the impressions caused by the music? Something similar must happen in the unconscious mind of the child. The voice causes such impressions that the impressions aroused in us by music seem almost non-existent in comparison. One can almost see these movements of the tongue that thrills, of the minute chords that tremble and of the cheeks, everything vibrating and becoming tense, preparing in silence to reproduce those sounds that have caused so much emotion in the unconscious mind. And how is it that the child acquires language in its exactness? It is so exactly and firmly acquired that this language forms part of his psychic personality, it is called his mother-tongue, and it is as clearly distinguished from all other languages that he may learn, as a set of false teeth may be distinguished from the natural set. How is it that these sounds which in the beginning have no meaning suddenly bring to his mind understanding, ideas? He has not merely taken in the words. He has taken ‘the sentence, the construction of the sentence.’ If we do not understand the construction of the sentence, we cannot understand language. If we say, for instance, “the glass is on the table” it is the order of the words that gives the sense. If one said to them, “glass the on is table” it would be difficult to get the idea. It is the sequence of words that we understand. The child has absorbed the constructions of the language.

       The Absorbent Mind

      How does it take place? It is said “he remembers these things,” but in order to remember, he has to have memory and he had no memory; he has still to construct it. He would have to have the power of reasoning in order to realize that the construction of a sentence is necessary in order to understand it. But he has no reasoning power. He has to construct it.

      Our mind, such as it is, could not do it; to accomplish it a different type of mind is needed, and that is what the child possesses, a type of intelligence different from ours. We might say that we acquire with our intelligence, the child absorbs with his psychic life. The child merely by going on with his life, learns to speak the language belonging to his race. It is like a mental chemistry that takes place in the child. We are vessels; impressions pour in, and we remember and hold them in our mind, but we remain distinct from our impressions, as water remains distinct from the glass. The child undergoes a transformation. The impressions not only penetrate the mind of the child, but form it. They become incarnate. The child makes its own ‘mental flesh’ by using the things that are in his environment. We have called his type of mind “Absorbent Mind” It is difficult for us to conceive the powers of the absorbent mind of the small child, but certainly it is a privileged form of mind. If only it could continue, if only it persisted! Just think. The child is born and for some months he lies in his house. After a while he walks, goes around, does things and he enjoys himself, he is happy; he lives from day to day and by doing this he learns movements; language comes into his mind with all its constructions; the possibility of directing his movements to suit his life and many other things. Whatever is in his environment comes to be part of his mind: habits, customs, religion. Think how wonderful it would be if, while merely enjoying ourselves, merely by existing, just because we had such a type of mind, we could become doctors or lawyers or engineers. Think of it. Children learn the language with all the perfection or imperfection they find in their environment without going to school. How wonderful would it be if one could learn German merely by walking with a German. Instead how hard have we to work. Arid how much have we to study when we have to learn the different subjects.

      Little by little the child becomes conscious of all the things, these form his consciousness. And so we see the path followed by the child. He acquires all unconsciously, gradually passing from unconscious to conscious, following a path of pleasure and love, this consciousness seems to us a great acquisition. To become conscious; to acquire a human mind! But we pay for it. Because as soon as we become conscious, every new acquisition causes hard work and fatigue.

      Movement is another of these wonderful acquisitions. At birth the child moves very little, then gradually his body becomes animated. He starts to move. The movements that the child acquires, just as is the case with language, are not formed by chance. They are determined in the sense that they are acquired during a special period. When the child begins to move, his absorbent mind has already taken in the environment. Before he starts to move, an unconscious psychic development has already taken place. As he starts to move, he begins to become conscious. If you watch a small child of three, he is always playing with something. That means he is elaborating with his hands, putting into his consciousness, what his unconscious mind had taken in before. It is by this experience in the environment in the guise of playing that he goes over the things and the impressions that he has taken into his unconscious mind. It is by means of work that he becomes conscious and constructs Man. He is directed by a marvelously grand mysterious power which little by little he incarnates and thus he becomes a Man. He becomes a man by means of his hands, by means of his experience, first through play, then through work. The hands are the instrument of the human intelligence. And by means of this experience he becomes a man, he takes a definite form and becomes limited because consciousness is always more limited than unconsciousness and sub-consciousness.

      He comes to life and begins his mysterious work and little by little he becomes the wonderful personality adapted to his time and to his environment. He builds his mind, until little by little he has constructed memory; until little by little he has constructed understanding, reasoning power; until little by little, he has arrived at his 6th year. Then suddenly we educators discover that this individual understands, that he has the patience to listen to what we say, whereas before we had no power to reach him. He lived on another plane, different from ours. In this book we are concerned with this first period. And a study of the psychology of the child in the first years of his life is so marvelous, so full of miracles, that all who understand it cannot help but feel a great emotion. Our work is not to teach, but to help the absorbent mind in its work of development. How marvelous it would be if by our help, if by an intelligent treatment of the child, if by understanding the needs of his physical life and by feeding his intellect, we could prolong the period of functioning of the absorbent mind! What a service we should render if we could help the human individual to absorb knowledge without fatigue, if man could find himself full of knowledge without knowing how he had acquired it, doing it almost by magic. And why should it not be possible? Is not nature full of magic, full of miracles?

      The discovery of the fact that the child is endowed with an absorbent mind has brought about a revolution in education. Now it is easy to understand why the first is the most important amongst the periods of development. The creation of human character takes place within its span; and once we have understood this, it also becomes clear that we must help the child in his creative work. For there is no age in which the child is more in need of intelligent help than in this period. It is evident that if the child meets with obstacles, his creative work becomes less perfect. We do not any longer help the child because he is a small and weak being. No! We have realized that the child is endowed with great creative powers, that these great powers are delicate in their nature and can be thwarted if obstacles are placed in their path. It is these powers we wish to help, not the small child, not his weakness. When we understand that these powers belong to an unconscious mind which must become conscious by work and experience carried out in the environment, when we realize that the child’s mind is different from ours, that we cannot reach it and teach him things, that we cannot directly intervene in