Margaret Mead Quotes About Children
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Our treatment of both older people and children reflects the value we place on independence and autonomy. We do our best to make our children independent from birth. We leave them all alone in rooms with the lights out and tell them, 'Go to sleep by yourselves.' And the old people we respect most are the ones who will fight for their independence, who would sooner starve to death than ask for help.
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The suffering of either sex - of the male who is unable, because of the way in which he was reared, to take the strong initiating or patriarchal role that is still demanded of him, or of the female who has been given too much freedom of movement as a child to stay placidly within the house as an adult - this suffering, this discrepancy, this sense of failure in an enjoined role, is the point of leverage for social change.
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We are now at a point where we must educate our children in what no one knew yesterday, and prepare our schools for what no one knows yet.
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If we are to give our utmost effort and skill and enthusiasm, we must believe in ourselves, which means believing in our past and in our future, in our parents and in our children, in that particular blend of moral purpose and practical inventiveness which is the American character.
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What the world needs is not romantic lovers who are sufficient unto themselves, but husbands and wives who live in communities, relate to other people, carry on useful work and willingly give time and attention to their children.
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We must have...a place where children can have a whole group of adults they can trust.
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In the modern world we have invented ways of speeding up invention, and people's lives change so fast that a person is born into one kind of world, grows up in another, and by the time his children are growing up, lives in still a different world
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Instead of needing lots of children, we need high-quality children.
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The protection of a ten-year-old girl from her father's advances is a necessary condition of social order, but the protection of the father from temptation is a necessary condition of his continued social adjustment. The protections that are built up in the child against desire for the parent become the essential counterpart to the attitudes in the parent that protect the child.
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the people of one nation alone cannot save their own children; each holds the responsibility for the others' children.
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The young, free to act on their initiative, can lead their elders in the direction of the unknown... The children, the young, must ask the questions that we would never think to ask, but enough trust must be re-established so that the elders will be permitted to work with them on the answers.
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Sisters, while they are growing up, tend to be very rivalrous and as young mothers they are given to continual rivalrous comparisons of their several children. But once the children grow older, sisters draw closer together and often, in old age, they become each other's chosen and most happy companions. In addition to their shared memories of childhood and of their relationship to each other's children, they share memories of the same home, the same homemaking style, and the same small prejudices about housekeeping that carry the echoes of their mother's voice.
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One of the most dangerous things that can happen to a child is to kill or torture an animal and get away with it.
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Each home has been reduced to the bare essentials -- to barer essentials than most primitive people would consider possible. Only one woman's hands to feed the baby, answer the telephone, turn off the gas under the pot that is boiling over, soothe the older child who has broken a toy, and open both doors at once. She is a nutritionist, a child psychologist, an engineer, a production manager, an expert buyer, all in one. Her husband sees her as free to plan her own time, and envies her; she sees him as having regular hours and envies him.
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The older child who has lost or broken some valuable thing will be found when his parents return, not run away, not willing to confess, but in a deep sleep. The thief whose case is being tried falls asleep.
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to the extent that either sex is disadvantaged, the whole culture is poorer, and the sex that, superficially, inherits the earth, inherits only a very partial legacy. The more whole the culture, the more whole each member, each man, each woman, each child will be.
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No society that feeds its children on tales of successful violence can expect them not to believe that violence in the end is rewarded.
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If they learn easily, they are penalized for being bored when they have nothing to do; if they excel in some outstanding way, they are penalized as being conspicuously better than the peer group. The culture tries to make the child with a gift into a one-sided person, to penalize him at every turn, to cause him trouble in making friends and to create conditions conducive to the development of a neurosis. Neither teachers, the parents of other children, nor the child peers will tolerate a Wunderkind.
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Our human situation no longer permits us to make armed dichotomies between those who are good and those who are evil, those who are right and those who are wrong. The first blow dealt to the enemy's children will sign the death warrant of our own.
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Somehow, we have to get older people back close to growing children if we are to restore a sense of community, acquire knowledge of the past, and provide a sense of the future.
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Today our approaches to children are fragmented and partial. Those who care for well children know little of children who are sick. The deep knowledge that comes from the intensive attempt to cure is separated from the knowledge of those whose main task is to teach.
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I was a child that both my parents wanted. I was told from the time I was born that I was totally satisfactory. I had a chance to be what I wanted to be.
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There is no greater insight into the future than recognizing...when we save our children, we save ourselves
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Children not only have to learn what their parents learned in school, but also have to learn how to learn. This has to be recognized as a new problem which is only partly solved.
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I discovered when I had a child of my own that I had become a biased observer of small children. Instead of looking at them with affectionate but nonpartisan eyes, I saw each of them as older or younger, bigger or smaller, more or less graceful, intelligent, or skilled than my own child.
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Children must be taught how to think, not what to think.
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The solution to adult problems tomorrow depends on large measure upon how our children grow up today.
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Everybody's suffering is mine but not everybody's murdering ... I do not distinguish for one moment whether my child is in danger or a child in central Asia. But I will not accept responsibility for what other people do because I happen to belong to that nation or that race or that religion. I do not believe in guilt by association.
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No skill, no special aptitude, no vividness of imagination or precision of thinking would go unrecognized because the child who possessed it was of one sex rather than the other. No child would be relentlessly shaped to one pattern of behavior, but instead there should be many patterns, in a world that had learned to allow to each individual the pattern which was most congenial to his gifts.
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Any town that doesn't have sidewalks doesn't love its children.
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Margaret Mead
- Born: December 16, 1901
- Died: November 15, 1978
- Occupation: Cultural Anthropologist
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