Margaret Mead: Quotes about children

Margaret Mead was American anthropologist. Explore interesting quotes on children.
Margaret Mead: 266 quotes28 likes

“Children must be taught how to think, not what to think.”

Margaret Mead

“Instead of being presented with stereotypes by age, sex, color, class, or religion, children must have the opportunity to learn that within each range, some people are loathsome and some are delightful.”

Margaret Mead

Twentieth Century Faith : Hope and Survival (1972), p. 61
1970s

“[Among the Arapeh… both father and mother are held responsible for child care by the entire community…] If one comments upon a middle-aged man as good-looking, the people answer: 'Good-looking? Ye-e-e-s? But you should have seen him before he bore all those children.”

Margaret Mead

Source: 1930s, Sex and Temperament in Three Primitive Societies (1935), p. 55; cited inWomen, History, and Theory : The Essays of Joan Kelly (1986), by Joan Kelly, p. 137

“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.”

Margaret Mead

Source: 1950s, People and Places (1959), p. 198

“Man's role is uncertain, undefined, and perhaps unnecessary. By a great effort man has hit upon a method of compensating himself for his basic inferiority. Equipped with various mysterious noise-making instruments, whose potency rests upon their actual form's being unknown to those who hear the sounds — that is, the women and children must never know that they are really bamboo flutes, or hollow logs, or bits of elliptic wood whirled on strings — they can get the male children away from the women, brand them as incomplete, and themselves turn boys into men. Women, it is true, make human beings, but only men can make men.”

Margaret Mead

Source: 1940s, Male and Female (1949), p. 84 as cited in: John Whiting, Eleanor Hollenberg Chasdi, Roy D'Andrade (2006) Culture and Human Development: The Selected Papers of John Whiting. p. 240

“I think it was my grandmother who gave me my ease in being a woman. She was unquestionably feminine — small and dainty and pretty and wholly without masculine protest or feminist aggrievement. She had gone to college when this was a very unusual thing for a girl to do, she had a very firm grasp of anything she paid attention to, she had married and had a child, and she a career of her own. All this was true of my mother as well. But my mother was filled with passionate resentment about the condition of women, as perhaps my grandmother might have been had my grandfather lived and had she borne five children and had little opportunity to use her special gifts and training. As it was, the two women I knew best were mothers and had professional training. So I had no reason to doubt that brains were suitable for a woman. And as I had my father's kind of mind — which was also his mother's — I learned that the mind is not sex-typed.”

Margaret Mead

Source: 1970s, Blackberry Winter, 1972, p. 54-55

“It has been a woman's task throughout history to go on believing in life when there was almost no hope. lf we are united, we may be able to produce a world in which our children and other people's children will be safe.”

Margaret Mead

Margaret Mead (1978) cited in: United States. National Commission on the Observance of International Women's Year The spirit of Houston: the First National Women's Conference. Vol. 84, Nr 1978, p. 153
1970s

“In this book I am concerned with certain kinds of communication: communication between parents and children, between associates of the same status, between members of different societies and, through the mediation of various kinds of coding—tools, art, script, formulas, film—between cultures distant from each other in time and place. I shall be concerned to show that we must deal not only with evolutionary sequences, in which our ability to articulate and codify parts of the culture enormously increases our ability to intervene in the cultural process, but also with the coexistence at any period of history of earlier forms of communication side by side with later ones.”

Margaret Mead

Source: 1960s, Continuities in Cultural Evolution (1964), p. xxxi

“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.”

Margaret Mead

As quoted in "Growing Old in America" by Grace Hechinger, in Family Circle magazine (25 July 25 1977)
1970s

“With the exception of the few cases to be discussed in the next chapter, adolescence represented no period of crisis or stress, but was instead an orderly developing of a set of slowly maturing interests and activities. The girls' minds were perplexed by no conflicts, troubled by no philosophical queries, beset by no remote ambitions. To live as a girl with many lovers as long as possible and then to marry in one's own village, near one's own relatives, and to have many children, these were uniform and satisfying ambitions.”

Margaret Mead

Source: 1920s, Coming of Age in Samoa (1928), p. 107

“Today, as we are coming to understand better the circular processes through which culture is developed and transmitted, we recognize that man's most human characteristic is not his ability to learn, which he shares with many other species, but his ability to teach and store what others have developed and taught him. Learning, which is based on human dependency, is relatively simple. But human capacities for creating elaborate teachable systems, for understanding and utilizing the resources of the natural world, and for governing society and creating and creating imaginary worlds all these are very complex. In the past, men relied on the least elaborate part of the circular system, the dependent learning by children, for continuity of transmission and for the embodiment of the new. Now, with our greater understanding of the process, we must cultivate the most flexible and complex part of the system; the behavior of adults. We must, in fact, teach ourselves how to alter adult behavior so that we can give up postfigurative upbringing, with its tolerated configurative components, and discover prefigurative ways of teaching and learning. We must create new models for adults who can teach their children not what to learn but how to learn and not what they should be committed to, but the value of commitment.”

Margaret Mead

1970s, Culture and commitment, 1970

“Instead of needing lots of children, we need high-quality children.”

Margaret Mead

Attributed to Mead in: Fleur L. Strand (1978) Physiology: a regulatory systems approach. p. 509
1970s

“Female animals defending their young are notoriously ferocious and lack the playful delight in combat which characterizes the mock combats of males of the same species. There seems very little ground for claiming that the mother of young children is more peaceful, more responsible, and more thoughtful for the welfare of the human race than is her husband or brother.”

Margaret Mead

Introduction
1940s, Male and Female (1949)

“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.”

Margaret Mead

Source: 1960s, Continuities in Cultural Evolution (1964), p. 321

“If a society insists that warfare is the major occupation for the male sex, it is therefore insisting that all male children display bravery and pugnacity. Even if the insistence upon the differential bravery of men and women is not made articulate, the difference in occupation makes this point implicitly. When, however, a society goes further and defines men as brave and women as timorous, when men are forbidden to show fear and women are indulged in the most flagrant display of fear, a more explicit element enters in. Originally two variations of human temperament, a hatred of fear or willingness to display fear, they have been socially translated into inalienable aspects of the personalities of the two sexes. And to that defined sex-personality every child will be educated, if a boy, to suppress fear, if a girl, to show it.”

Margaret Mead

Source: 1930s, Sex and Temperament in Three Primitive Societies (1935), p. 287

“How are men and women to think about their maleness and their femaleness in this twentieth century, in which so many of our old ideas must be made new? Have we over-domesticated men, denied their natural adventurousness, tied them down to machines that are after all only glorified spindles and looms, mortars and pestles and digging sticks, all of which were once women's work? Have we cut women off from their natural closeness to their children, taught them to look for a job instead of the touch of a child's hand, for status in a competitive world rather than a unique place by a glowing hearth? In educating women like men, have we done something disastrous to both men and women alike, or have we only taken one further step in the recurrent task of building more and better on our original human nature?”

Margaret Mead

Source: 1940s, Male and Female (1949), p. 1; Start of first chapter entitled "The Significance of the Questions We Ask"

“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.”

Margaret Mead

Source: 1940s, And Keep Your Powder Dry: An Anthropologist Looks at America (1942), p. 234—235; cited in Portraits Of Industry (2004) by Lorie A. Annarella, p. 5

“The solution to adult problems tomorrow depends on large measure upon how our children grow up today.”

Margaret Mead

Attributed in Educational Psychology (2000) by Anita E. Woolfolk, p. 212
2000s

“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.”

Margaret Mead

Attributed in How They Work In Indiana : Business-Education Partnerships (1994) by Andrew L. Zehner (1994), p. 3
1990s