Lori Daniels Ch.14-28 Absorbent Mind

Lori Manzino-DanielsOctober 6, 2008 Chapter Summaries
Chapter 14 The guidance of the hand through the working of the mind enables the child to reach his highest physical and mental potentialities outward and inward into the depth of his soul.
Chapter 15 In following the laws of child development and personal growth we must allow a child to complete a full cycle of his chosen activities to aid in the preparation of this child, enabling the imitation of actions he previously observed by the adult.
Chapter 16 The period of existence within the unconscious creator acquires powers that will formulate into usage as the child enters into a period of “real work and “joy” containing memory capabilities that will reveal itself as the conscious worker.
Chapter 17 The child begins associating by way of nature and initial use of his senses within his being at the first sign of life; in which absorption and growth of both mental and internal stimuli of his culture culminate to form the child’s physical, intellectual and imaginative existence.

Quote Isabella p. 175-176“Is the child’s mental horizon limited to what he sees? No. He has a type of mind that goes beyond the concrete. He has the great power of imagination.”
“If therefore he has formed an idea an idea of it, this can be only in virtue of an intangible power of his mind, an imaginative power.”
“The child’s mind between three and six can not only see by intelligence the relations between things, but it has the higher power still of mentally imagining those things that are not directly visible.”
Is the imaginary friend this young girl talks about stemming solely from her imagination? Or, does it come about from some unconscious need? Is the child comforted by having something or someone with her at all times?
Chapter 18 Natural laws and the child’s individualistic efforts and creative energies in combination with obstacles he encounters along his path; contained in his home and social environment, build upon each period in the earlier years of the child’s life to form his character. Chapter 19 The integration of the mental and physical characteristics of the child, stemming from freedom, engagement in attractive and interesting materials within a prepared environment conducive to the completion of a full cycle of activity develop into a state of normalization of the child’s inner being.
Chapter 20 Through practice, qualities such as care and patience given in the creative formative years by allotting the child time to work effectively will build character within oneself to be carried over into adulthood by adopting and aspiring to higher levels of progress in their lives.

Quote p.220 “The children who tore up the plants in the garden now watch their growth, count their leaves and measure their height. They no longer speak of my plant, but of the plant.”

As I read this, it reminded me of last spring at our school when we planted pea pods with the children. In the beginning the children would walk through the plantings having to be reminded not to do so. Once they saw growth and peas pods begin to emerge they walked around the area and marveled at how many peas pods had grown. They even counted them from day to day. It was lovely to observe the change in the children’s demeanor.

Chapter 21 Through the development of independence and exercise of free will that nature bestows upon the children through special interests, the desire to just possess becomes a thirst for the knowledge obtained from working with the object as a result of the love for ones surroundings.
Chapter 22 The preparation of the environment combined with the multi-aged children creates an atmosphere rich in patience, respect for others and their work, encouragement, role modeling, as well as a true sense of community; all of which are necessary in social development. Chapter 23 The guidance of the child within their free environment, letting them exercise what nature has given, will transform their individual accomplishments into their eagerness for group accomplishments thus forming a cohesive environment with which to dwell in.
Chapter 24 The allowance of the child to self correct through use of control of errors built into our materials will naturally educate the child and place him upon the path of acknowledgement and acceptance of errors in life, thus leading him closer to the road of perfection.
Chapter 25 Obedience consists in three levels; the first, with the child that can obey, but not always, leading to the child overcoming obstacles enabling him to always obey and finally to the development of the will thus allowing the power to obey possible.
Chapter 26 The teacher services the child by way of preparation, observance, guidance and patience, allowing the child the freedom to explore, engage and discover for themselves what they need for complete and absolute fulfillment within their souls.
Chapter 27 The teacher begins by watching over the environment through preparation of herself as well as its surroundings by typing to aid the child toward engagement and complete concentration through enticement and absence of interference until the child’s spirit has fully developed.
Chapter 28 It is at the footings of every foundational piece of our lives, and through the child eyes and natures wonder we see this extreme ideal that encompasses everything around us, it is the immeasurable power of love.