CHAPTER XVIII. Graphic language comprising dictation and reading contains articulate language and its complete mechanism, auditory channels, central channels, motor channels, and in the manner of development called forth by-by-method, it is based essentially on articulate language. Graphic language, therefore, may be considered from two points of view. A. That of the conquest of a new language of eminent social importance, which adds itself to the articulate language of natural man, and this is the cultural significance, which is commonly given to graphic language, which is therefore taught in the schools without any consideration of its relation to spoken language, but solely with the intention of offering to this social being a necessary instrument in his relations with his fellows. B. That of the relation between graphic and articulate language, and in this relation of an eventual possibility of utilizing the written language to perfect the spoken. A new consideration upon which I wish to insist and which gives to graphic language a physiological importance. Moreover, as spoken language is at the same time a natural function of man and an instrument which he utilizes for social ends, so written language may be considered in itself, in its formation, as an organic ensemble of new mechanisms which are established in the nervous system, and as an instrument which may be utilized for social ends. In short, it is a question of giving to written language not only a physiological importance, but also a period of development independent of the high functions which it is destined to perform later. It seems to me that graphic language bristles with difficulties in its beginning, not only because it has heretofore been taught by irrational methods, but because we have tried to make it perform as soon it has been acquired the high function of teaching the written language which has been fixed by centuries of perfecting and a civilized people. Think how irrational have been the methods we have used. We have analyzed the graphic signs rather than the physiological acts necessary to produce the alphabetical signs, and this without considering that any graphic sign is difficult to achieve because the visual representation of the signs have no hereditary connection with the motor representations necessary for producing them. As, for example, the auditory representations of the word have with the motor mechanism of the articulate language. It is, therefore, always a difficult thing to provoke a stimulative motor action unless we have already established the movement before the visual representation of the sign is made. It is a difficult thing to arouse an activity that shall produce a motion unless that motion shall have been previously established by practice and by the power of habit. Thus, for example, the analysis of writing into little straight lines and curves has brought us to present to the child a sign without significance which, therefore, does not interest him and whose representation is incapable of determining a spontaneous motor impulse. The Artificial Act constituted, therefore, an effort of the will which resulted for the child in rapid exhaustion exhibited in the form of boredom and suffering. To this effort was out of the effort of constituting synchronously the muscular associations coordinating the movements necessary to the holding and manipulating the instrument of writing. All sorts of depressing feelings accompanied such efforts and conduced to the production of imperfect and erroneous signs which the teachers had to correct, discouraging the child still more with the constant criticism of the error and of the imperfection of the signs traced. Thus, while the child was urged to make an effort, the teacher depressed rather than revived his psychical forces. Although such a mistaken course was followed, the graphic language, so painfully learned, was nevertheless to be immediately utilized for social ends, and, still imperfect and immature, was made to do service in the syntactical construction of the language and in the ideal expression of the superior psychic centers. One must remember that in nature the spoken language is formed gradually, and it is already established in words when the superior psychic centers use these words in what Kusmal calls dictorium in the syntactical grammatical formation of language which is necessary to the expression of complex ideas, that is, in the language of the logical mind. In short, the mechanism of language is a necessary antecedent of the higher psychic activities which are to utilize it. There are therefore two periods in the development of language. A lower one which prepares the nervous channel and the central mechanisms which are to put the sensory channels in relation with motor channels, and a higher one determined by the higher psychic activities which are exteriorized by means of the preformed mechanisms of language. Thus, for example, in the scheme which Kusmal gives on the mechanism of articulate language, we must first of all distinguish a sort of cerebral, dyostaltic arc representing the pure mechanism of the word which is established in the first formation of the spoken language. Let E be the ear and T the motor organs of speech taken as a whole and here represented by the tongue. A, the auditory center of speech and M, the motor center. The channels E, A and M, T are peripheral channels. The former centripetal and the latter centrifugal and the channel A, M is the inter-central channel of association. The center A in which reside the auditive images of words may begin subdivided into three as in the following scheme. It is sound, S-O, syllables, S-Y, and words, W. That partial centers for sounds and syllables can really be formed. The pathology of language seems to establish for in some forms of centrosensory dysphagia, the patients can pronounce only sounds or at most sounds and syllables. Small children, too, are at the beginning particularly sensitive to simple sounds of language with which indeed, and especially with S, their mothers caress them and attract their attention. While later the child is sensitive to syllables with which also the mother caresses him saying, ba-ba, punf, tuf. Finally, it is the simple word, dyssyllabic, in most cases, which attracts the child's attention. But for the motor centers, also, the same thing may be repeated. The child utters at the beginning simple or double sounds, as for example, ble, ble, che, an expression which the mother greets with joy. Then distinctly, syllabic sounds begin to manifest themselves in the child, ga-ba. And finally, the dyssyllabic word, usually, labial, mama. We say that the spoken language begins with the child when the word pronounced by him signifies an idea. When, for example, saying his mother and recognizing her, he says, mama. And seeing a dog says, tete. And wishing to eat says, papa. Thus we consider language begun when it is established in relation to perception, while the language itself is still in its psychomotor mechagnism, perfectly rudimentary. That is, when above the diastolic arc, where the mechanical formation of the language is still unconscious, the recognition of the word takes place. That is, the word is perceived and associated with the object which it represents. Language is considered to have begun. On this level, later, language continues the process of perfecting and proportion, as the hearing perceives better the component sounds of the words and the psychomotor channels become more permeable to articulation. This is the first stage of spoken language, which has its own beginning and its own development, leading through the perceptions to the perfecting of the primordial mechanism of the language itself. And at this stage precisely is established what we call articulate language, which will later be the means which the adult will have at his disposal to express his own thoughts, and which the adult will have great difficulty in perfecting or correcting when it has once been established. In fact, a high stage of culture sometimes accompanies an imperfect articulate language, which prevents the aesthetic expression of one's thoughts. The development of articulate language takes place in the period between the age of two and the age of seven. The age of perceptions in which the attention of the child is spontaneously turned towards external objects, and the memory is particularly tenacious. It is the age also of motility in which all the psychomotor channels are becoming permeable and the muscular mechanisms establish themselves. In this period of life by the mysterious bond between the auditory channel and the motor channel of the spoken language, it would seem that the auditory perceptions have the direct power of provoking the complicated movements of articulate speech, which develop instinctively after such stimuli as if awaking from the slumber of heredity. It is well known that it is only at this age that it is possible to acquire all the characteristic modulations of a language which it would be vain to attempt to establish later. The mother tongue alone is well pronounced because it was established in the period of childhood, and the adult who learns to speak a new language must bring to it the imperfections characteristic of the foreigner's speech. Only children who under the age of seven years learn several languages at the same time can receive and reproduce all the characteristic mannerisms of accent and pronunciation. Thus also the defects acquired in childhood such as dialectic defects or those established by bad habits become indelible in the adult. What develops later, the superior language, the dictorium, no longer has its origin in the mechanism of language but in the intellectual development which makes use of the mechanical language. As the articulate language develops by the exercise of its mechanism and is enriched by perception, the dictorium develops with syntax and is enriched by intellectual culture. Going back to the scheme of language we see that above the arc which defines the lower language is established the dictorium D from which now come the motor impulses of speech which is established as spoken language fit to manifest the ideation of the intelligent man. This language will be enriched little by little by intellectual culture and perfected by the grammatical study of syntax. Hitherto as a result of a preconception it has been believed that written language should enter only into the development of the dictorium as the suitable means for the acquisition of culture and of permitting grammatical analysis and construction of the language. Since spoken words have wings, it has been admitted that intellectual culture could only proceed by the aid of a language which was stable, objective, and capable of being analyzed such as the graphic language. But why, when we acknowledge the graphic language as a precious, nay, indispensable instrument of intellectual education for the reason that it fixes the ideas of men and permits of their analysis and of their assimilation in books where they remain indelibly written as an ineffacible memory of words which are therefore always present and by which we can analyze the syntactical structure of the language. Why shall we not acknowledge that it is useful in the more humble task of fixing the words which represent perception and of analyzing their component sounds? Compelled by a pedagogical prejudice, we are unable to separate the idea of a graphic language from that of a function which Hitherto for, we have made it exclusively perform. It seems to us that by teaching such a language to children still in the age of simple perceptions and of motility we are committing a serious psychological and pedagogical error. But let us rid ourselves of this prejudice and consider the graphic language in itself, reconstructing its psychophysiological mechanism. It is far more simple than the psychophysiological mechanism of the articulate language and is far more directly accessible to education. Writing especially is surprisingly simple. For let us consider dictated writing. We have a perfect parallel with spoken language since a motor action must correspond with heard speech. Here there does not exist, to be sure, the mysterious hereditary relations between the heard speech and the articulate speech. But the movements of writing are far simpler than those necessary to the spoken word and are performed by large muscles, all external, upon which we can directly act rendering the motor channels permeable and establishing psychomuscular mechanisms. This indeed is what is done by my method which prepares the movements directly so that the psychomotor impulse of the heard speech finds the motor channels already established and manifested in the act of writing, like an explosion. The real difficulty is in the interpretation of the graphic signs, but we must remember that we are in the age of perceptions where the sensations in the memory as well as the primitive associations are involved precisely in the characteristic progress of natural development. Moreover, our children are already prepared by various exercises of the senses and by methodical construction of ideas and mental associations to perceive the graphic signs. Something like a patrimony of perceptive ideas offers material to the language in the process of development. The child who recognizes a triangle and calls it a triangle can recognize a letter s and denominate it by the sound s. This is obvious. Let us not talk of premature teaching, reading ourselves the prejudices. Let us appeal to experience which shows that in reality children proceed without effort, nay, rather with evident manifestations of pleasure to the recognition of graphic signs presented as objects. And with this premise let us consider the relations between the mechanisms of the two languages. The child of three or four has already long begun his articulate language according to our scheme. But he finds himself in the period in which the mechanism of articulate language is being perfected, a period contemporary with that in which he is acquiring a content of language along with the patrimony of perception. The child has perhaps not heard perfectly in all their component parts the words which he pronounces. And if he has heard them perfectly they may have been pronounced badly and consequently have left an erroneous auditory perception. It would be well that the child by exercising the motor channels of articulate language should establish exactly the movements necessary to a perfect articulation before the age of easy motor adaptations is passed. And by the fixation of erroneous mechanisms the defects become incorrigible. To this end the analysis of speech is necessary. As when we wish to perfect the language we first start children at composition and then pass to grammatical study. And when we wish to perfect the style we first teach to write grammatically and then come to the analysis of style. So when we wish to perfect the speech it is first necessary that the speech exist and then it is proper to proceed to its analysis. When therefore the child speaks but before the completion of the development of speech which renders it fixed in mechanisms already established the speech should be analyzed with a view to perfecting it. Now as grammar and rhetoric are not possible with the spoken language but demand recourse to the written language which keeps ever before the eye of the discourse to be analyzed so it is with speech. The analysis of the transient is impossible. The language must be materialized and made stable. Hence the necessity of the written word or the word represented by graphic signs. In the third stage of my method for writing, that is composition of speech is included the analysis of the word not only into signs but into the component sounds the signs representing its translation. The child, that is divides the heard word which he perceives integrally as a word knowing also its meanings into sounds and syllables. Let me call attention to the following diagram which represents the interrelation of the two mechanisms for writing and for articulate speech. The peripheric channels are indicated by heavy lines the central channels of association by dotted lines those referring to association in relation to the development of the heard speech by light lines. E, ear so auditory center of sounds SY auditory center of syllables W center of word M, motor center of articulate speech T, external organs of articulate speech N, tongue H, external organs of writing hand MC, motor center of writing VC, visual center of graphic signs and V, organ of vision whereas in the development of spoken language the sound composing the word might be imperfectly perceived here in the teaching of the graphic sign corresponding to the sound which teaching consists in presenting to the child a sandpaper letter naming it distinctly and making the child see it and touch it not only is the perception of the heard sound clearly fixed separately and clearly but this perception is associated with two others the central motor perception and the central visual perception of the written sign the triangle VC MC V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V They have learned through the rhythmic exercises on the line to walk with perfect freedom and balance. They know how to control and direct their own movements, how to make the silence, how to move various objects without dropping or breaking them and without making a noise. Sense exercises. In this stage, repeat all the sense exercises. In addition, we introduce the recognition of musical notes by the help of the series of Duplicate Bells. Exercises related to writing. Design. The child passes to the plain geometric insets in metal. He has already coordinated the movements necessary to follow the contours. Here, he no longer follows them with his finger, but with a pencil, leaving the double sign upon a sheet of paper. Then, he fills in the figures with colored pencils, holding the pencil as he will later hold the pen in writing. Contemporaneously, the child is taught to recognize and touch some of the letters of the alphabet made in sandpaper. Exercises in arithmetic. At this point, repeating the sense exercises, we present the long stare with a different aim from that with which it has been used up to the present time. We have the child count the different pieces according to the blue and red sections beginning with the rod consisting of one section and continuing through that composed of ten sections. We continue such exercises and give other more complicated ones. In design, we pass from the outlines of the geometric insets to such outline figures as the practice of four years has established and which will be published as models in design. These have an educational importance and represent in their content and in their gradations one of the most carefully studied details of the method. They serve as a means for the continuation of the sense education and help the child to observe his surroundings. They thus add to his intellectual refinement and, as regards writing, they prepare for the high and low strokes. After such practice, it will be easy for the child to make high or low letters and this will do away with the ruled notebooks such as are used in Italy in the various elementary classes. In the acquiring of the use of written language, we go as far as the knowledge of the letters of the alphabet and of composition with the movable alphabet. In arithmetic, as far as the knowledge of the figures, the child places the corresponding figures beside the number of blue and red sections on each rod of the long stair. The children now take the exercise with the wooden pegs. Also, the game which consists in placing under the figures on the table a corresponding number of colored counters. These are arranged in columns of twos, thus making the question of odd and even numbers clear. This arrangement is taken from Sega. Fifth grade. We continue the preceding exercises. We begin more complicated rhythmic exercises. In design, we begin. A. The use of watercolors. B. Free drawing from nature. Flowers, etc. Composition of words and phrases with the movable alphabet. A. Spontaneous writing of words and phrases. B. Reading from slips prepared by the directors. We continue the arithmetical operations which we began with the long stair. The children at this stage present most interesting differences of development. They fairly run toward instruction and order their intellectual growth in a way that is remarkable. This joyous growth is what we so rejoice in and we watch in these children, humanity, growing in the spirit according to its own deep laws. And only he who experiments can say how great may be the harvest from the sowing of such seed. End of Chapter 20. Sequence of exercises. Chapter 21. General Review of Discipline. This is a LibriVox recording. All LibriVox recordings are in the public domain. For more information or to volunteer, please visit LibriVox.org. Montessori Method. By Maria Montessori. Translated by Anne E. George. Chapter 21. The accumulated experience we have had since the publication of the Italian version has repeatedly proved to us that in our classes of little children, numbering 40 and even 50, the discipline is much better than in ordinary schools. For this reason, I have thought that an analysis of the discipline obtained by our method, which is based upon liberty, would interest my American readers. Whoever visits a well-kept school, such as, for instance, the one in Rome directed by my pupil Anna Matturoni, is struck by the discipline of the children. There are 40 little beings from 3 to 7 years old, each one intent on his own work. One is going through one of the exercises for the senses. One is doing an arithmetical exercise. One is handling the letters. One is drawing. One is fastening and unfastening the pieces of cloth on one of our little wooden frames. Still another is dusting. Some are seated at the tables. Some on rugs on the floor. There are muffled sounds of objects lightly moved about of children tiptoeing. Once in a while comes a cry of joy only partly repressed. Teacher, teacher, an eager call, look, see what I've done. But as a rule, there is entire absorption in the work at hand. Teacher moves quietly about, goes to any child who calls her, supervising operations in such a way that anyone who needs her finds her at his elbow, and whoever does not need her is not reminded of her existence. Sometimes hours go by without a word. They seem little men as they were called by some visitors to the children's house, or as another suggested, judges in deliberation. In the midst of such intense interest in work, it never happens that quarrels arise over the possession of an object. If one accomplishes something especially fine, his achievement is a source of admiration and joy to others. No heart suffers from another's wealth, but the triumph of one is a delight to all. Very often he finds ready imitators. They all seem happy and satisfied to do what they can without feeling jealous of the deeds of others. The little fellow of three works peaceably beside the boy of seven, just as he is satisfied with his own height and does not envy the older boy's stature. Everything is growing in the most profound peace. If the teacher wishes the whole assembly to do something, for instance, leave the work which interests them so much, all she needs to do is to speak a word in a low tone or make a gesture, and they are all attention. They look toward her with eagerness, anxious to know how to obey. Many visitors have seen the teacher write orders on the blackboard which were obeyed joyously by the children. Not only the teachers, but anyone who asks the pupils to do something is astonished to see them obey in the minutest detail and with obliging cheerfulness. Often a visitor wishes to hear how a child, now painting, can sing. The child leaves his painting to be obliging, but the instant his courteous action is completed he returns to his interrupted work. Sometimes the smaller children finish their work before they obey. A very surprising result of this discipline came to our notice during the examinations of the teachers who had followed my course of lectures. These examinations were practical, and accordingly groups of children were put at the disposition of the teachers being examined, who, according to the subject drawn by Lot, took the children through a given exercise. While the children were waiting their turn, they were allowed to do just as they pleased. They worked incessantly and returned to their undertakings as soon as the interruption caused by the examination was over. Every once in a while one of them came to show us a drawing made during the interval. Miss George of Chicago was present many times when this happened, and Madame Pujols, who founded the first children's house in Paris, was astonished at the patience, the perseverance, and the inexhaustible amiability of the children. One might think that such children had been severely repressed were it not for their lack of timidity, for their bright eyes, for their happy free aspect, for the cordiality of their invitations to look at their work, for the way in which they take visitors about and explain matters to them. These things make us feel that we are in the presence of the masters of the house, and the fervor with which they throw their arms around the teacher's knees, with which they pull her down to kiss her face, shows that their little hearts are free to expand as they will. Anyone who has watched them setting the table must have passed from one surprise to another. Little four-year-old waiters take the knives and forks and spoons and distribute them to the different places.  Not a mistake is made, not a glass is broken, not a drop of soup is spilled. All during the meal unobtrusive little waiters watched the table assiduously, not a child empties his soup plate without being offered more. If he is ready for the next course, a waiter briskly carries off his soup plate. Not a child is forced to ask for more soup, or to announce that he has finished. Remembering the usual condition of four-year-old children who cry, who break whatever they touch, who need to be waited on, everyone is deeply moved by the sight I have just described, which evidently results from the development of energies latent in the depths of the human soul. I have often seen the spectators at this banquet of little ones move to tears. But such discipline could never be obtained by commands, by sermonisings. In short, through any of the disciplinary devices universally known, not only were the actions of those children set in an orderly condition, but their very lives were deepened and enlarged. In fact, such discipline is on the same plane with school exercises extraordinary for the age of the children. And it certainly does not depend upon the teacher, but upon a sort of miracle occurring in the inner life of each child. If we try to think of parallels in the life of adults, we are reminded of the phenomenon of conversion, of the superhuman heightening of the strength of martyrs and apostles, of the constancy of missionaries, of the obedience of monks. Nothing else in the world except such things is on a spiritual height equal to the discipline of the children's houses. To obtain such discipline it is quite useless to count on reprimands or spoken exhortations. Such means might perhaps at the beginning have an appearance of efficacy, but very soon the instant that real discipline appears, all of this falls miserably to the earth, an illusion confronted with reality. Night gives way to day. The first dawning of real discipline comes through work. At a given moment it happens that a child becomes keenly interested in a piece of work, showing it by the expression of his face, by his intense attention, by his perseverance in the same exercise. That child has set foot upon the road leading to discipline. Whatever be his undertaking, an exercise for the senses, an exercise in buttoning up or lacing together, or washing dishes, it is all one and the same. On our side we can have some influence upon the permanence of this phenomenon by means of repeated lessons of silence. The perfect immobility, the attention alert to catch the sound of the names whispered from a distance, then the carefully coordinated movements executed so as not to strike against chair or table, so as barely to touch the floor with the feet. All this is a most efficacious preparation for the task of setting in order the whole personality, the motor forces, and the psychical. Once the habit of work is formed, we must supervise it with scrupulous accuracy, graduating the exercises as experience has taught us. In our effort to establish discipline, we must rigorously apply the principles of the method. It is not to be obtained by words. No man learns self-discipline through hearing another man speak. The phenomenon of discipline needs as preparation a series of complete actions, such as are presupposed in the genuine application of a really educative method. Discipline is reached always by indirect means. The end is obtained, not by attacking the mistake and fighting it, but by developing activity in spontaneous work. This work cannot be arbitrarily offered, and it is precisely here that our method enters. It must be work which the human being instinctively desires to do, work towards which the latent tendencies of life naturally turn, or towards which the individual step-by-step ascends. Such is the work which sets the personality in order and opens wide before it infinite possibilities of growth. Take for instance the lack of control shown by a baby. It is fundamentally a lack of muscular discipline. The child is in a constant state of disorderly movement. He throws himself down, he makes queer gestures, he cries. What underlines all this is a latent tendency to seek that coordination of movement which will be established later. The baby is a man not yet sure of the movements of the various muscles of the body, not yet master of the organs of speech. He will eventually establish these various movements, but for the present he is abandoned to a period of experimentation full of mistakes and of fatiguing efforts toward a desirable end latent in his instinct, but not clear in his consciousness. To say to the baby, stand still as I do, brings no light into his darkness. Commands cannot aid in the process of bringing order into the complex psychomuscular system of individual and process of evolution. We are confused at this point by the example of the adult who through a wicked impulse prefers disorder, and who may, granted that he can, obey a sharp admonishment which turns his will in another direction towards that order which he recognizes and which it is within his capacity to achieve. In the case of the little child, it is a question of aiding the natural evolution of voluntary action. Hence it is necessary to teach all the coordinated movements, analyzing them as much as possible and developing them bit by bit. Thus, for instance, it is necessary to teach the child the various degrees of immobility leading to silence, with movements connected with rising from a chair and sitting down, with walking, with tiptoeing, with following a line drawn on the floor keeping an upright equilibrium. The child is taught to move objects about, to set them down more or less carefully, and finally the complex movements connected with dressing and undressing himself, analyzed on the lacing and buttoning frames at school. And for even each of these exercises, the different parts of the movement must be analyzed. Perfect immobility and the successive perfectioning of action is what takes the place of the customary command, be quiet, be still. It is not astonishing but very natural that the child by means of such exercises should acquire self-discipline so far as regards the lack of muscular discipline natural to his age. In short, he responds to nature because he is in action, but these actions being directed towards an end have no longer the appearance of disorder but of work. This is discipline which represents an end to be attained by means of a number of conquests. The child disciplined in this way is no longer the child he was at first, who knows how to be good passively, but he is an individual who has made himself better, who has overcome the usual limits of his age, who has made a great step forward, who has conquered his future in his present. He has therefore enlarged his dominion. He will not need to have someone always at hand to tell him vainly, confusing two opposing conceptions, be quiet, be good. The goodness he has conquered cannot be summed up by inertia. His goodness is now all made up of action. As a matter of fact, good people are those who advance towards the good, that good which is made up of their own self-development and of external acts of order and usefulness. In our efforts with the child, external acts are the means which stimulate internal development, and they again appear as its manifestation, the two elements being inextricably intertwined. Work develops the child spiritually, but the child with a fuller spiritual development works better, and his improved work delights him. Hence he continues to develop spiritually. Discipline is therefore not a fact, but a path. A path in following which the child grasps the abstract conception of goodness within an exactitude which is fairly scientific. But beyond everything else, he savors the supreme delights of that spiritual order which is attained indirectly through conquest directed towards determinant ends. In that long preparation, the child experiences joys, spiritual awakenings, and pleasures which form his inner treasure house, the treasure house in which he is steadily storing up the sweetness and strength which will be the sources of righteousness. In short, the child has not only learned to move about and to perform useful acts. He has acquired a special grace of action which makes his gestures more correct and attractive, and which beautifies his hands, and indeed his entire body, now so balanced and so sure of itself. A grace which refines the expression of his face and his serenely brilliant eyes, and which shows us that the flame of spiritual life has been lighted in another human being. It is obviously true that coordinated actions developed spontaneously, little by little, that is chosen and carried out in the exercises by the child himself, must call for less effort than the disorderly actions performed by the child who is left to his own devices. True rest for muscles, intended by nature for action, is in orderly action. Just as true rest for the lungs is the normal rhythm of respiration taken in pure air. To take action away from the muscles is to force them away from their natural motor impulse, and hence, besides tiring them, means forcing them into a state of degeneration. Just as the lungs forced into immobility would die instantly and the whole organism with them. It is therefore necessary to keep clearly in mind the fact that rest, for whatever naturally acts, lies in some specified form of action corresponding to its nature. To act in obedience to the hidden precepts of nature, that is rest, and in this special case since man is meant to be an intelligent creature, the more intelligent his acts are, the more he finds repose in them. When a child acts only in a disorderly, disconnected manner, his nervous force is under a great strain. While on the other hand, his nervous energy is positively increased and multiplied by intelligent actions which give him real satisfaction and a feeling of pride that he has overcome himself, that he finds himself in a world beyond the frontiers formerly set up as insurmountable, surrounded by the silent respect of the one who has guided him without making his presence felt. This multiplication of nervous energy represents a process which can be physiologically analyzed and which comes from the development of the organs by rational exercise, from better circulation of the blood, from the quickened activity of all the tissues, all factors favorable to the development of the body and guaranteeing physical health. The spirit aids the body in its growth. The heart, the nerves, and the muscles are helpful in their evolution by the activity of the spirit since the upward path for soul and body is one and the same. By analogy, it can be said of the intellectual development of the child that the mind of infancy, although characteristically disorderly, is also a means searching for its end, which goes through exhausting experiments left as it frequently is to its own resources and too often really persecuted. Once in our public park in Rome, the Pinzian Gardens, I saw a baby of about a year and a half, a beautiful smiling child who was working away trying to fill a little pail by shoveling gravel into it. Beside him was a smartly dressed nurse, evidently very fond of him, the sort of nurse who would consider that she gave the child the most affectionate and intelligent care. It was time to go home and the nurse was patiently exhorting the baby to leave his work and let her put him into the baby carriage. Seeing that her exhortations made no impression of the little fellow's firmness, she herself filled the pail with gravel and set pail and baby into the carriage with the fixed conviction that she had given him what he wanted. I was struck by the loud cries of the child and by the expression of protest against violence and injustice, which rode itself on his little face. What an accumulation of wrongs weighed down that nascent intelligence. The little boy did not wish to have the pail full of gravel. He wished to go through the motions necessary to fill it, thus satisfying a need of his vigorous organism.  The vivid attractions of the external world were only empty apparitions. The need of his life was a reality. As a matter of fact, if he had filled his pail, he would probably have emptied it out again in order to keep on filling it up until his inner self was satisfied. It was the feeling of working towards the satisfaction which, a few moments before, had made his face so rosy and smiling. Spiritual joy, exercise, and sunshine were the three rays of light ministering to his splendid life. The commonplace episode in the life of that child is a detail of what happens to all children, even the best and most cherished. They are not understood because the adult judges them by his own measure. He thinks that the child's wish is to obtain some tangible object lovingly helps him to do this, whereas the child as a role has for his unconscious desire his own self-development. Hence he despises everything already attained and yearns for that which is still to be sought for. For instance, he prefers the action of dressing himself to the state of being dressed, even finally dressed. He prefers the act of washing himself to the satisfaction of being clean. He prefers to make a little house for himself rather than merely to own it. His own self-development and almost his only pleasure. The self-development of the little baby up to the end of his first year consists to a large degree in taking in nutrition, but afterwards it consists in aiding the orderly establishment of the psychophysiological functions of his organism. That beautiful baby in the Pinzian Gardens is the symbol of this. He wished to coordinate his voluntary actions, to exercise his muscles by lifting, to train his eye to estimate distances, to exercise his intelligence by reasoning connected with his undertaking, to stimulate his willpower by deciding his own actions. Will she who loved him believing that his aim was to possess some pebbles made him wretched. A similar error is that which we repeat so frequently when we fancy that the desire of the student is to possess a piece of information. We aid him to grasp intellectually this detached piece of knowledge and preventing by this means his self-development we make him wretched. He is generally believed in schools that the way to attain satisfaction is to learn something, but by leaving the children in our schools in liberty we have been able with great clearness to follow them in their natural method of spontaneous self-development. To have learned something is for the child only a point of departure. When he has learned the meaning of an exercise then he begins to enjoy repeating it and he does repeat it in an infinite number of times.  There results from the observation of this fact a criticism of what is done today in many schools. Often, for instance, when the pupils are questioned the teacher says to someone who is eager to answer No, not you, because you know it and puts her question especially to the pupils who she thinks are uncertain of the answer. Those who do not know are made to speak. Those who do know to be silent. This happens because of the general habit of considering the act of knowing something as final. And yet, how many times it happens to us an ordinary life to repeat the very thing we know best, the thing we care most for, the thing to which some living force in us responds. We love to sing musical phrases very familiar, hence enjoyed and become a part of the fabric of our lives. We love to repeat stories of things which please us, which we know very well, even though we are quite aware that we are saying nothing new. No matter how many times we repeat the Lord's Prayer, it is always new. No two persons could be more convinced of mutual love than sweethearts and yet they are the very ones who repeat endlessly that they love each other. But in order to repeat in this manner there must first exist the idea to be repeated. A mental grasp of the idea is indispensable to the beginning of repetition. The exercise which develops life consists in the repetition, not in the mere grasp of the idea. When a child is obtained to this stage of repeating an exercise, he is on the way to self-development and the external sign of this condition is his self-discipline. This phenomenon does not always occur. The same exercises are not repeated by children of all ages. In fact, repetition corresponds to a need. Here steps in the experimental method of education. It is necessary to offer those exercises which correspond to the need of development built by an organism. And if the child's age has carried him past a certain need, it is never possible to obtain in its fullness a development which missed its proper moment. Hence children grow up often fatally and irrevocably imperfectly developed. Another very interesting observation is that which relates to the length of time needed for the execution of actions. Children who are undertaking something for the first time are extremely slow. Their life is governed in this respect by laws especially different from ours. Little children accomplish slowly and perseveringly various complicated operations agreeable to them such as dressing, undressing, cleaning the room, washing themselves, setting the table, eating, etc. In all this they are extremely patient overcoming all the difficulties presented by an organism still in process of formation. But we, on the other hand, noticing that they are tiring themselves out or wasting time in accomplishing something which we would do in a moment and without the least effort put ourselves in the child's place and do it ourselves. Always with the same erroneous idea that the end to be obtained is the completion of the action. We dress and wash the child. We snatch out of his hands objects which he loves to handle. We pour the soup into his bowl. We feed him. We set the table for him. And after such services we consider him with that injustice always practiced by those who domineer over others even with benevolent intentions to be incapable and inept. We often speak of him as impatient simply because we are not patient enough to allow his actions to follow the laws of time differing from our own. We call him tyrannical exactly because we employ tyranny towards him. This stain, this false imputation this columny on childhood has become an integral part of the theories concerning childhood in reality so patient and gentle. The child like every strong creature fighting for the right to live rebels against whatever offends that occult impulse within him which is the voice of nature in which he ought to obey and he shows by violent actions by screaming and weeping that he has been overborn and forced away from his mission in life. He shows himself to be a rebel a revolutionist and iconoclast against those who do not understand him and who fancy that they are helping him are really pushing him backward in the highway of life.  What would become of us if we fell into the midst of a population of jugglers or of lightning change impersonators of the variety hall? What should we do if as we connect as we continue to act in our usual way we saw ourselves assailed by these sleight of hand performers hustled into our clothes fed so rapidly that we could scarcely swallow. If everything we tried to do was snatched from our hands and completed in a twinkling and we ourselves reduced to impotence and a humiliating inertia. Not knowing how it's to express our confusion we would defend ourselves with blows and yells from these mad men and they having only the best will in the world to serve us would call us haughty, and incapable of doing anything. We who know our own milieu would


o ffgwrdd neidio cyfnodol i'w gweithio'r cyfnodau llwyth yn ei gweithio. Rwy'n gweithio'r platform yn ei gweithio'r cyfnodol a'r llwythau o masyf, o gweithio'n gweithio arweithio'n gweithio a'r cyfnodol arweithio'r cyfnodol. Mae'n ddweud y ffaradau ym Gweithnos Cymru, ymdegwyd drifesol, amserion a gweithio'r gweithio a'r gweithio. A'r hyn arni, mae'r Greif Heather. Heather is the director of the Climate Justice Resilience Fund and she's been the head there since its inception in 2016. In that capacity, Heather oversees a $22 million global grant making initiative supporting climate action by women, youth and Indigenous people. Heather has previously served in the climate resilience practice at the WRI. Last but certainly not least, Louise Caud and she's the global director of social sustainability and inclusion at the World Bank. Louise has an incredibly impressive career. I don't think there's any part of the world that you haven't covered but she's been the country director for Senegal, Cabo Verde, Y Gambier, Guinea Bissau and Mauritania but she's also worked in Latin America and the Caribbean. Louise joined the World Bank in 1991 as a young professional in the bank's young professional programme. She's held various positions including in the poverty reduction and sustainable development departments. So we're really looking forward to a fantastic discussion but before we move on to that, we're going to have a quick summary of what we've heard from all of your hard work and your sessions today. We're going to hear from Tracy, Emily and Jamma. Tracy, would you like to come up first and tell us a little bit about what happened in your session? Once everyone who joined our sessions, I thought Emily would come first. So we'll share a summary of the key messages that came out of the sessions. We had a very exciting day as we promised in the morning. Talking about uncomfortable conversations, we had those. One of the sessions was focusing on co-creation for loss and damage. There was a lot of conversation around nuances between adaptation and loss and damage. And also the need for ongoing conversations to look at issues of development, humanitarian crisis and also the intersections and challenges around patriarchy, colonialism and power dynamics which need to continue. It was exciting to see people rolling up their sleeves and getting dirty on the ground co-creating, I was there, their picture is very amazing stuff. So this will continue at the CBA until the tools are co-created for loss and damage framework. And that was Climate Justice Resilience Fund and ICAT and IISB. So we also had very interesting sessions from RCC and Expression Hub who are talking about equitable partnerships. And some of the key messages are that there's need for foregrounding locally situation narratives and lived experiences of vulnerable people in decision making and collaboration spaces and also critical interventions and efforts for partnership pathways are sensitive and adaptive to local context. It was also agreed that the increasing complexity and ambiguity of socio-ecological systems rendered a need for more creative, innovative and spatial rethinking and action towards reducing risks. Also messaging that partnerships take many forms so cultivating convivial partnerships require a number of aspects including mutual respect, trust, learning, equality, transparency and inclusivity among others which also came out in some other sessions that at least I listened to. And also forming a need for partnerships through creative practices configures traditional modes of network relationships and opening up new opportunities in confronting complex and emerging challenges. And the other session, the third one was the Adaptation Research Alliance with the South, South North and IID also looking at co-creation which enables iterative and constitutive processes that bring in multiple actors behind various knowledge systems and engaging for resilience building but also recognition that power dynamics that surround social structures and knowledge co-creation spaces should be confronted, challenged, to enhance inclusivity, insurfectiveness and cultivate epistemic justice. The skewed attention being given to academic forms of knowledge undermined the crucial role of indigenous and local knowledge in transformative adaptation and co-creation processes still an issue of epistemic injustice and co-producing the epitope on resilience systems requires integration of various knowledge sources when designing such engagements and they need to be contextualized, bringing in lived experience collectively addressed involvement challenges. Lastly, multi-code engagements in decision-making processes needed and should respond to the increasing complex and messy problems by co-producing resilience solutions using various tools, methods and approaches. So these were the key messages coming out. But we also know that partnership issues came across other sessions as well, not just this theme. Issues of equity, transparency, taking into account different needs of different regions and continents are all issues that came up in terms of supporting whether climate finance, mitigation or loss and damage. Thank you. Thank you so much, Tracy. Thank you very much, Tracy, for kicking us off and giving me the time to do some notes on the extremely rich discussions we've had today. We set out to make a narrative across stakeholders, sectors and scale throughout the day at the beginning of the day and we had great sessions led by the FAO, led by the NAMG and led by the LLA partnerships. There are a few things that really have come out to me across the sessions. The first one is accountability to whom. We collectively admitted to really talk about that at the beginning, but something that really comes through is that the accountability needs to primarily be towards local people and towards people who are living at the frontline of the climate crisis. And without that, we are failing on accountability and we are failing on climate action. We heard from different sessions that local communities and marginalized groups and women are agents of accountability. And there's really a need to support them and sometimes to bring them, often always to bring them in the conversation, but also to equip them with the skills, the awareness and the tools to participate in accountability systems, but also to help to hold other actors accountable. And that's really a shared responsibility. And as I've said at the beginning of the day, that's also a shared privilege that we need to see this. Another point which is a bit self-explanatory, but is that accountability systems can't be done on a one-off, on a project basis. We can see this through the LLA principles, we can see this through the Chalmawr Sheikolatation agenda, we can see this through MEL systems in need to have sustained finance and also collaboration. So what that means for us in this room is that we need to get together more often to bridge some of the evidence and some of the responsibilities and the privileges that we have in order to fulfill accountability. And finally, it really showed that there is a lot of frameworks and accountability frameworks existing out there. So it's not that we don't have data, we don't have evidence. It's just that it's not being held together in a cohesive way. So sometimes in confusion with the multiplicity of accountability frameworks, it can be confusing what to focus on and what we've heard from a lot of the speakers today is that it needs to be grounded in a context, it needs to be grounded in local realities and then you align it with the other higher-level frameworks. And this is how you make sure to come back in the loop with my first point that you're really accountable to local people. Thank you very much. Thank you so much. I'm getting my steps in today, sitting at the end of the room because we didn't walk enough today. This is actually very high for me. I didn't realize how quite I'm short I am. So what was the takeaway from our theme of the day? I think I want to say the main thing that I would say gone across the three sessions was really, really the importance of partnerships in coalition building. In our session, for example, in the morning, we ended up not following any of the format that we had, none of the questions we had because there was really a need for a discussion and talking about what we know and what are the opportunities to start localizing climate action. It was quite interesting to have a room with MDB, representative from civil society, representative from indigenous people, and to really have a candid conversation. These partnerships and building a coalition is very important. That was one main takeaway for us that this should not be just a conversation to be had at COP, but this needs to be a conversation that continues to be had. I think another important conversation that we really wanted to discuss was the whole theme of decolonization of climate finance. It's a joint effort that we need to do together. Because when we're thinking about the MDBs, all our shareholders are the countries where we work. So we need a joint action that would be done by us and by you to work together to also demand from the countries, your own countries to support localization of climate finance and to really bring, to put communities at the center of decision making. And not surprisingly in line with all the other themes is that we spoke about how evidence exists, how we have lots of experience on the local level. There are lots of frameworks to think about locally led climate action. There are indicators, there are stories to be told, but all this continues to be fragmented and there is really a need to put it together and synthesize it and share it more widely among all shareholders. This is a responsibility that we have to do, that we agree to continue to do it together and I hope that today is only the start for that. So thank you very much. Thank you very much. Thank you to all three of our session leads. I understand that you've worked incredibly hard today that there have been quite difficult conversations with some hard and uncomfortable home trees. That is exactly the kind of conversation that we want to foster. Sometimes these are the kinds of conversations that perhaps can only happen outside the belief zone. So it's really important that we hold this space and development and climate days offer us just that. OK, so we're going to turn to our fantastic panel and do it this way if I may start with you. I wanted to ask, given your experience of working with frontline communities and using the platform that you have, how do you think we ensure that those frontline communities get what they need at the speed and the scale at which they need to get those requirements? And could you give us a little bit of your reflection on how in particular youth and women's communities can do that? Thank you very much. Once again, I'm Dorf Hasnashola and I'm the current Miss Climate Kenya, and also the founder of Isiland Community-based Organization. So Isiland Community-based Organization is a group of young girls and women who have an accord female-gender mutilation, animalage and gender-based violence. And when you break this down, this is something that happens out of issues to do with climate change. And I'm saying this because earlier we had done a short clip for gowns for grass, which is a very sad story. And what happens normally when we have drought? When we have drought, most of our gowns are given out. And what happens before you are given out for marriage, there are steps that you have to follow. First, you have to undergo the cut, that is female-gender mutilation, because in my community, that is the Masai community, you are only qualified to be a woman if you undergo the cut. So you have to undergo the cut, and then get married. And you can get a young girl at the age of 8, 12 years old, being married off. So these young women I've been working with are standing in the gap to be the change that we actually want to see in the community. So early this year we did set up a project of 100,000 tree seedlings, and these are indigenous species. Where with these tree seedlings is more of showing the community that yes, women have the power to bring the change. And after the seedlings are up and ready for transplanting, what we do is we donate. We donate to schools, we donate to churches, to children homes, just to also encourage the community that at the end of the day whatever happens, we need to be the change you want to see. So trying to bring women and girls to bridge the gap is something that I have been working on for the last four years. So still on the same, still on the same, I love music and I'm very passionate about sharing stories through music. And we did five songs with the women, and these songs talk more about the importance to embrace it, to embrace education. They need to eradicate cultural malpractices that is FGM, annual agenda based violence, and also to be environmental conscious. So in my own capacity as Miss Climate Kenya, I've been able to motivate and just empower women and young girls to stand up and not be, they mean not being afraid. There's a lot of fight in the community, of course standing as a woman, it's very tough. But it's being very bold and courageous to say yes to what is right and no to what is wrong. So in my capacity that that is what I've been doing, and deep down in my heart, at the moment it's very heavy in my heart, because we recently had droughts, we were losing our cuts for grass, and now we have heavy rains. We are still losing our cattle, and then life is becoming very, very difficult. Now being in COP 20 age today, it's something that I once vision, I was like oh my goodness, when will I ever get here. But thanks to people like Sylvie who have given all my heart and to them here to share my story. So I don't know if I'm out of topic now, but this is also through encouraging your own capacity. You don't really have to be very rich to give a change you want to see, you cannot listen to something. Technology is in our hands now, you can bring change, you can do our work on your phone, you can just see the number of people in one or another, or a better tomorrow. Thank you so much Douglas, I think it's always incredibly moving to hear what's happening in those frontline communities. I think we've come to places like this, we have these conversations in these very, quite often, glamorous and fancy places, and we have to remember what it is that we're all working on and forward, so thank you for that. I'm going to move on next to Heather and to Louise, and I'll give you an opportunity to answer in your own way. Heather, what I wanted to ask you was around equitable, inclusive partnerships and the kinds of practices that CJRF has undertaken to go through, I'd like to invite you to talk a little bit about the evolution that CJRF have had.  Thank you, Sarah. Thank you, Dorfus, for all your work. The Climate Justice Resilience Fund is a philanthropic fund that pulls money from a number of different foundations, private foundations primarily, and we pull that money and then make grants to support women and young people and indigenous people to build their own solutions for climate justice and then advocate for those solutions and find ways to share them and scale them.  As the director of the fund, I reported to a board that was comprised of representatives of each of the foundations that had put money into the fund. That board took all of our decisions. The staff and the board were really the only ones involved in deciding where the grantmaking should go, what kinds of grants we should make, and what strategy we should follow. That changed last year. For the second round of the fund, our board of grantmakers, of foundation representatives, decided to disband itself, and they decided that this was really important because we are a climate justice fund, and shifting power is fundamentally at the heart of climate justice, and that we should be thinking not only about what we fund to shift power, but actually how we fund and who holds the power in the funding that we do. My board disbanded itself and we spent a year redesigning the fund and reimagining the fund. This is actually still ongoing, but the important thing that happened was that we recruited a new board. Instead of having a board representing the sources of the money, we now have a board of activists and practitioners from around the world from nine different countries. People who are doing this work and advocating for climate justice on the ground, people like many of you in this room or like Dorcas on this panel, who are really in the trenches with their communities on the front lines making change. So our new board has been in place just about a year now, and they have made a lot of progress in changing how we work. There has been a process of redefining our values and our ways of working on the board. There has been a re-discussion of our vision and our mission statements, and these are still living documents for us. Importantly, the board members took a decision that they don't want to function the same way our old board did. Our old board functioned in a very classic philanthropic way where staff went out to recruit potential applicants. We received applications through a long process. We wrote up summaries of the applications that we wanted to recommend to the board, and then the board made those decisions. We're changing that now. The board does not want to be the only decision-making authority within the CDRF, and we're exploring ways to really create participatory models of grant making, where our own grant partners and their communities and others who are on the front lines or otherwise doing the activism and the actual adaptation and climate justice work, but those people can be involved in setting our strategy and in deciding where grants should go. So, as part of this transition, we're launching a set of pilot grant-making initiatives over the next year, where we'll be testing out a number of different models of participatory grant making, and I hope you'll all stay in touch with us. We've already had a couple of workshops to reimagine what an open call for proposals could look like, and then we'll also be hosting some regional workshops to explore strategy and explore a few different models of how we can engage different people in the decisions around grant making. We've also shifted some of the more mundane aspects of our partnerships, actually, and I think this is noteworthy. There's some of our grant partners in the audience here, and you should talk with them afterwards to see what they think of this, but in response to requests and challenges, we've shifted our budget form, for example, when someone applies to the CDRF for a grant, the budget that governs that grant is much simpler now than it used to be. We're also moving to much more flexible modes of partnership. We used to make very project-oriented grants, and we're moving to more flexible, problematic grants, and in some cases even organizational operating support that has very few constraints on it. The other thing that we've done is we've tried to flip the equation of the proposal process where our staff are taking on more of the burden of actually drafting the proposal and doing this in partnership with our applicants, particularly applicants who already have a relationship with the fund, so that the burden and the red tape is carried by the people who have the capacity to do it, who know the system from the inside and are able to take that on and then put that in front of the implementer to say, does this represent your organization? Are we understanding you correctly rather than them trying to conform to our needs and expectations of a proposal process? We're similarly shifting our reporting process, and this is a little bit less far along, I suppose, where we're just offering flexibility to our grant partners in how they report, whether they want to report in writing, whether they want to report in pictures or video, or just through a conversation. I think we're finding that in the long run, sometimes those conversations are more important than a formal written report. This is some of what we think of when we think about equitable partnerships. It's certainly a journey, as Sarah said, and we are a work in progress, but we hope that we're able to move in a direction of more equity and that we're able to share our experience and our lessons learned, both positive and negative, with this larger community to take this journey together. Thank you, Heather, and if I may have one little follow-up. I think in our community we hear an awful lot about trust-based partnerships co-creation. Taking that leap of faith to trust-based partnerships, what was it about CJRF that precipitated that leap of faith? What was the catalyst? Well, there's no one catalyst here. Many people in this room have been involved with us in one way or another and helped shape our thinking and our understanding. But I think the funders on my old board really woke up in some aspects during the pandemic to how important it is to really engage with communities that are on the front lines. There was a real experience of what structural injustice does in terms of vulnerability to something like a pandemic and what it looks like when the funders respond to a crisis. Many funders in the pandemic realized that it didn't make sense to have strict reporting requirements, that there was no way budgets could be the budgets that were originally set out in grants. This very practical experience of what it means to be in a crisis and how funders should respond, we have been trying to take these lessons to heart. It helped very much that our board had those experiences and got to witness the drivers of vulnerability and the realities of responding to that that our partners underwent. I think there also has been a slowly burning conversation around decolonization in philanthropy and democratization of philanthropy and the fundamental injustice that still is very much represented in our institutions where people who have earned money in often very inequitable ways hold the control over philanthropic funds. This is not really aligned with what we say our values are and what we say we're spending that money on and that for us to really live into those values we need to confront how we're working and who holds power. So there was lots of other contributors to this, I'm happy to have a drink and tell you other parts of the story, but the lessons around the pandemic and what it means for climate and what it means for structural injustice are one piece of this. Thank you Heather. So I didn't introduce myself at the beginning and I apologise for that. So I work for the climate emergency collaboration group and we are also, well we're not similar to CJRA, but we're similar in so much as we have pooled philanthropies who support our work. But we do have a more traditional board structure and so we are always very fascinated to hear and to learn what CJRA are doing and leaning into our mission and values in a different way but recognising that the CJRA model is very innovative, it's very creative and I think there's a lot to learn from. So thank you for that Heather. Louise, we're going to continue with climate practices that have worked towards equitable and inclusive partnerships and I hope you will forgive me for this question. I think a lot of people in the room will have been following the loss and damage conversation and I think a lot of people in the room did have some sensitivities around the role of the World Bank and we know how difficult that was in the transitional committee process. The decision has now been adopted, this is a very exciting opening day at the COP to land that decision text, to land what the transitional committee had agreed and to see that initial capitalisation by the fund, I think a lot of us were genuinely surprised that we got there. Thinking about the operationalisation of the fund, what is it that you think that the World Bank will have to do to demonstrate equitable and inclusive partnerships and to allay some of the fears that perhaps some people have? Well, thank you. That is a very, you're right, difficult question because it's been made first of all quite clear that we're to be held on this line. It's going to be what we call a financial intermediary fund, it's going to have a separate governance structure, it's going to be run independently of the World Bank. So I think it's very premature unfortunately for me to make any comments on how this fund will be structured. I understand it will be similar to the global environment facility or the global partnership for education, which are really programs that are at Onesland from the World Bank when I was country director in Senegal, the GPE program was executed by the French government. I mean, we really don't get involved. So I'm sorry, I'm not going to be able to answer that question. I could answer a follow-up from what you asked. I'm happy because I think it's very similar. I think on one hand it's a tough act to follow, an organisation that decided to get rid of the board of philanthropists and put on the board the beneficiaries it sounds like. And people who have lived first-hand knowledge of what's going on. And for me, coming out of the World Bank perspective, that's a tough act to follow. First, let me just say our board is our member countries, as was stated. And so they are more or less aware, we could say, of what's going on, they should be aware of what's going on in the country. But what I also wanted to highlight is that what's coming out for me at the discussion today and in this call is, yes, we need more money, yes, we need more funds, but it's similar to what your question was on loss and damage. A lot of it matters how this money is spent and a lot is about the process and not only about the amount of the money. And what we talked about and I think some of the ideas that we would like to see in the loss and damage fund in the group that I was in this morning is about localising development and putting decision making. It's very similar to what Heather was talking about within a different context. How do you put financial resources in the hands of communities that are on the front lines of climate change and need the resources to adapt and to become more resilient? And I think this is the first cop, it's my only, my third cop, but this is the first cop where I've seen this agenda of localising development, not only in the DNC day where it's always been very present. But this is the first time it's present actually in that famous bluza and where it's present in the halls of the cop. Is it, there was even a ministerial on localising development. I was in a panel with some of the powers that had of USAID and several other agency heads on localising development. Another one with the Prince of Norway and the head of Irish aid. So I mean people are waking up to this context that we just can't, you know, keep spending money and giving money to MDVs and development banks and partners and having it set at the central level. So for us, it's really about getting resources to the local level, having communities decide what they need to do to invest in resilience, building on indigenous knowledge, local knowledge. And then working through government systems, government programs to have the resources flow directly to the communities, but in partnership with local governments and central governments. And so building the financial architecture to make that happen. But it's also about changing, we've heard a little bit about accountability and accountability is all of us. And we're also about a little bit strengthening the accountability of civil society to be able to track how this money is spent. Because, again, so much has talked about not on how it's spent, but what's the quality of this spending. And we have launched a global partnership under the global partnership for social accountability. We launched a call for proposals yesterday to support CSOs in five countries to strengthen their engagement with governments around tracking and monitoring climate finance to make sure it goes where it's most needed. So, again, it's about the high. And then just quickly to say about even big, big talk in this COP and before the COP around carbon markets, which is a huge potential and a huge risk, frankly, for indigenous and local communities to access resources at a scale they've not seen before. And we in the World Bank have been through the forest carbon partnership framework and the direct grant mechanisms supporting local communities and now through the enable trust fund supporting communities to access resources directly under the And that's huge. That's money that goes to the communities directly. That's the capacity building that goes to the communities directly. And I urge all of you to look in. It's a complex area of carbon market, but to be advocates to make carbon markets really work for indigenous communities and local governments and local groups as we expand markets under Article 6 of the Paris Agreement. We need to make sure that there are strong social standards that there are strong grievance redress mechanisms and stakeholder engagement and ethic. So this is exists in the voluntary carbon markets. We want to make sure it's well, well implemented, but also to continue to engage because it's a huge opportunity. And then finally, just to say, we all we heard about evidence and we heard about recognizing the low, the need for stories that we talked about storytelling incredibly powerful.  I think I could see storytelling coming out of this. This is hugely relevant. But we also need to show results that this approach of delivering resources to communities actually expands resilience and that we know how to do it. There are different ways to do it. There are some good models out there and there are new models that we need to develop. And so we need better indicators for that. We need a better sort of model theory of change on resilience. It will look different in different communities, but we need to be able to track that. I think beyond just the stories, they need to be complemented by the stories. They're so powerful. But we also need to show the evidence to be able to get even more resources to go to adaptation and to have those adaptation resources go to the local communities. So, just to say, there's an urgency about these actions I've not seen before in a COP and that I've not seen at the same high level, but we need to keep pushing and we need to keep building those partnerships to share knowledge. The World Bank just launched one on locally led climate action so that we can build knowledge and we can leverage all the adaptation financing going out there to know how to reach local communities. So, let me, these are some of the themes I heard and discussed in the group and stop there. Thank you all. I think this is such an important forum to have this exchange. Too often the COP is quick, quick, present, present and move on. I'm so really grateful to the organisers. I'm glad the World Bank is a sponsored and part of this. I just want to acknowledge the hard work of everyone who prepared this and made it happen and spent this time here. Thank you, Louise. I have a quick follow-up for you as well. You mentioned the importance of the better indicators and you did mention adaptation so it would be remiss of the not to refer to the global goal on adaptation, which we know is one of the littlest tasks of this COP. How important is getting that agreement to the enabling environment for the World Bank, for example, to be able to develop those kinds of indicators? I want to say the goal is important to get the funding. I think that's what's important. The World Bank has already spent $30 billion on climate finance, about half of that, just under half of that is for adaptation. In other countries alone, we put $3.7 billion in locally led actions in the last year and a half. We'd like to see this expand. From the banks perspective, it's actually showing country directors it's building the capacity amongst ministers of finance to share because that's who we work with, to show that this delivers results. From the World Bank perspective, to expand, to double, to triple what we put on adaptation and to put more through locally led, it's coming up with indicators. These indicators, by the way, are not only on infrastructure, on smart agriculture, climate change, but also on trust and on cohesion and on the processes that are trapped. So these are bright indicators. We need to deliver those. But clearly, at the global level, I think it's just pushing to make and building the evidence base as well will help. But it will take time to build the evidence base and we need this commitment for adaptation spending now. Thank you. We're going to move on to accountability now and Ambassador Jacobs. I would like to ask you about what accountability needs to look like for countries, perhaps non-state actions but given the position that you have to hold for focus on the countries. What does that need to look like to spur that level of ambitious implementation at the scale we need in the climate emergency and thinking particularly about it from the perspective of being a donor country and having two layers of accountability. You have the accountability to the Belgian people, the value of electricity, the value of tax pens, but you also have the accountability as a donor country, as a global world country, to keep promises that you've made in these processes. So, both ends of the telescope, what does it look like on your perspective? Thank you very much and thank you for having me independent. It's really a big honour. I am only in this function as climate and environment envoy for a year and a half so I still have a lot to learn. At the same time, my brain is still moldable so I'm absorbing all these insights in the panel and in the audience because I have been carefully listening to the report that has been brought about the various working groups. And then the question indeed, the right question was asked accountability to whom and there are several answers to that, this multi-layered. We identified two of them, but I guess there may be even more, but it was said accountability first of all to the local communities and the communities in the frontline of the adverse effects of climate change and drought. And then as a Belgian climate envoy I feel quite comfortable in answering that question because within my portfolio we also not only have the negotiations of the three real conventions climate, biodiversity and desertification are all interconnected as we know, but also the management of our international climate action, our international climate finance. And that Belgium's international climate action is characterized by the fact that indeed we want to address our climate finance to the most vulnerable communities that more than half is adaptation, nearly 99% let's say is grant based. So I think in that sense we are taking the right boxes. It is never enough, but I think the basis is basic philosophy and I'm proud of that because wherever I go to site events even to the negotiating table from time to time I'm not the chief negotiator mind you but I can inspire the team of negotiators. I have the feeling that we are on the good way that as we said it can never be enough and we have to constantly adapt and listen to the signals that are coming from indeed the countries and communities that need it most. But also another characteristic of our international climate finance is that this finance and this as an expression of our solidarity is by preference directed to the communities and not to the government. So also there I think what you have been discussing here fits well with the way in which we approach it and can only encourage us to go further on the path. There is also of course the question accountability in terms of are you actually doing what you promise to do, what you commit to and I must say I'm very well aware of that question. I think also there I mean Belgium it's a tiny country but in size in its sort of square kilometers we are a tiny country we try to be a bit bigger like that in our international action. And I think that we trying to direct the finance to the as I said to the most needed communities and also to give it the content that is relevant to the local communities. And accountability do we keep the promises and the it has I agree with what has been said that the fact that this climate conference could start with the decision on the laws and damage front is a very good thing. We have considered it from let's say the normal community side we have considered it to be indeed a way in which we can show that we are capable of arriving at such important and crucial agreements. It also shows how important it is that the cop is well prepared not everything happens in the negotiations of these cop the success of the cop depends a lot on what is happening in between the cops. And you mentioned I think the transitional committee and we had four meetings of the transitional committee on the laws and damage plan that we needed a fifth one that fifth one came about and that fifth one could produce in the recommendations that have been so terribly told out and negotiated that they have been accepted in the cop. So the success of the cop depends a lot on the way it is it is being prepared. We also can we say that we want to talk when we can now say that the with regard to the 100 billion US dollars a year in climate finance. That we finally meet that we should already have met it a couple of years ago that we finally meet it also there. I think we have done a lot of effort in getting the things right and the fit is right Belgium from its bottoming. We have increased by 50% 250 million or contribution to the green climate as an example of what we have done to get indeed to provide by by our commitments. So we know that the keeping promises being credible in what you what you commit and what you actually do is part and parcel not only of the negotiating process but just of your own credibility and also the effectiveness of your action. Then there was also accountability to home. There is also indeed accountability to as far as Belgium government is concerned with Belgium people to the Belgium taxpayer. This is public money. This doesn't come fall out of the sky. This is paid by the taxpayer and it is a matter also of good governance. We have to show that this money is well spent and that is a joint responsibility for the donor country and for the recipient country. And there we will be prepared to speak about I mean these are partnerships. We do this again. And I think gradually so because we are not perfect certainly not but gradually so we will also in defining the projects in negotiating the projects and we mainly do that by the way when it is about bilateral projects country to country. In the Belgium approach it is rather a tri-lateral approach. We have two countries and we have we work through a international organization also the Divert UN family. So it is a tri-lateral partnership that also allows us in Divert country to reach scale necessary also to be to be effective. So that is also part and parcel of accountability and as I said we have to do that together. Localizing, localizing or climate finance. I wanted to say that localizing as such is very much to the genes of is in our DNA like in the Belgium DNA because we are very much a decentralized country. We are maybe the most decentralized country in the world and that we give a lot of autonomy to the federated entities of Belgium which we call the regions. And that makes us very sensitive but also very comfortable with an approach that is really put in first the local context, the local people that know best what is good for them and that know how to make the best use of the funding financing that is being provided. There may be also a last remark. I am happy that it was mentioned that it is not only about quantity of the money but it is also about the quality of the money. During the high level ministerial dialogue on the new collective quantify goal I have said that the quantum of what we are going to do is in direct relationship of the resources also. The sheer financial needs, the sheer size of the financing gap means that public finance alone will not suffice in itself. We also have to become very much creative, innovative in un-tapping other resources that are out there. And also that we are perfectly able to do that together as one team. So by way of answer to your very morning question. Thank you so much ambassador. I think with all the panellists we've heard a lot of synergies again with what we've been hearing throughout the day in terms of this partnership, this procreation, this trust. We heard from your ambassador about the need for innovation and creativity in the last point that you made. But also the need for the urgency and the transformations and the focus on solutions. But through all of that there's a golden thread of accountability, transparency, these are increasingly complex systems that we are all navigating. And having that golden thread, hearing about that, thinking about speed and scale, thinking about the climate emergency, thinking about who we all are, COP28 and an awful lot of these mandated items that need to be closed out in the second week that bring all of that together. So I want to say thank you very much to all of our panellists if I can invite you to give one last round of applause to show you this one. And I'm going to hand it back to Bettina to close this out for the day. So thank you very much. Thank you to the panel again. Thank you. Just this morning, it feels like it was a long time ago, but it was just this morning that we introduced on this page the metric areas we've brought up with them. Some of them we wrestled nearly to the ground, not quite. It was really nice to hear your reflections on the day and on the way forward. I think we have a lot of work to be done, very serious work. And here is a light heart moment. Can I just see if I hold up this thing? Is there anyone who recognizes what this is? We have some knowledge in the room, yes. Very good. Can you locate the box of tissues on your table and see if underneath you find a paper that is printed that can turn into this? If at your table you don't have papers or you don't have anyone who has a knowledge to know what to do with the paper, this is the moment when you can migrate to a neighboring table or see if you can solicit expertise onto your table and see if you can turn this into a fortune teller. So if you need technical skills, take action. You have agency and to our panelists we'll provide some for you. I'm happy to see some of you are getting up to get some technical expertise and support. We have a hub of activity right here in front that seems to be, no, you're not succeeding. So if there's some technical expertise, I think here, this table here is a little stuck. Can you support them in solidarity? I can offer some technical expertise if you would like to see a possible example. The panelists are moving ahead. I see for some the technical challenges overwhelming. We have a second prototype over here and I'll see another one over there right at the back. Fortune teller, please use it with your neighbor, ask them a question and take the last word or the word, this thing is significant, the number of letters and see what the answer is to them. Some have a collective approach and some are the low ranger approach like Richard. Richard, how are you doing? Having a good time but not succeeding? Oh, we have some more action happening. Fantastic. Thank you very much. She and the day a little action because if I, if you can hear me speaking, could you encourage them? Also, Richard has succeeded. Richard, you still have to push open the corners. Very good. Can we have a show of fortune tellers that are ready in action? Can you hold them up? Quite a few. Fantastic. Thank you so much. I can ask Shaban to come here on stage, ask you as a file exercise of developing climate days, to take a small action with someone ideally you don't know so well. Now, Shaban I know quite well but he has kindly volunteered. I think he doesn't quite know what for. But if I could ask you all to stand up and have a little space around you. If you can just do the following like this, arms up, both arms, I'm just holding a microphone, or to your left without hitting anyone, on to the right in any order that you like. At the same time, let me move it like this. Beautiful. So, I hope your shoulders are nicely loose. Now, find a partner and if the person on your left is a colleague and the person on your right, you don't know so well, turn to your right. And what you do is, you do what you've just done opposite them. And if you happen, you don't force to synchronize. But if you are moving in the same direction, you celebrate. And you celebrate by doing a high five. Let me just see if we can demonstrate before you try. You get the drift. The idea is not to clap as many times as possible, but where it happens, celebrate and have a nice flow, a nice rhythm. And if you haven't managed, thank you so much. This brings us, please take a seat, also if you'd like. This brings us to the end of Development and Climate Days. Thank you, Siobhan. This would not be the final session if we didn't say a lot of thanks. I think we had a very full day. We heard many stories. We had conversations. We had disagreements. We, I think... Remember Talim Fonbi from this morning and in the course of the day until now. And I think I'd like to just say thank yous for now and maybe ask Tracy to do the final closing for us. I think there is a slide here you go. This was an effort of many people. You might find your name there. If your name should be there and it's not there. We still appreciate all the contributions and effort. You can see it was a huge team effort that actually led to these Development and Climate Days being energised, focused and really splendid. Thank you to all the partners and individuals who have been working tirelessly for many months to really prepare and make Development and Climate Days happen here in Dubai. I think we can give them a very big round. And of course there are some people who worked extremely hard to get us all here and they tried extremely candidly not to be on stage and I did tell them I was going to take no for an answer. So can I please ask the organising co-team to come up here on stage please? And can you give them a fantastic rockstar talk? Catherine, Mary and Natasha, Claire, Tracy and Manon might be virtually following us. I might be glad it's nearly over and that we are ready for the cocktails but I really would like to say thank you to all of you. It was hard to navigate. It was not easy to find a venue, get permission to host the event, manage logistics and administrative processes around this. A very big thank you. Some of you had very little sleep. It is not just the negotiators who are sleep deprived or young mothers or fathers. It is also this crew over here. So thank you so much and we have a small token for you of our appreciation and a cartoon of your choice. We will not choose for you, but we have a cartoon that hopefully will inspire you going forward as you go home. So let's give them a rockstar applause while I'll give you a hint of development in climate days and it's not the end of this conversation. We'd love to hear from all of you how you enjoy development in climate days and what you wish should be happening at another development in climate days. It's a co-created process. It's a co-created program. There is a QR code on your table so you can do it now while your memory is fresh or you can wait for the email to come in your inbox although that might be a less inspiring moment to give us feedback. We'd really appreciate your feedback, your suggestions and your comments. The final number of attendees, I think let me look at Tracy, was over 260 people today. We're really, really happy that so many could find their way here to the venue to participate in these conversations. And so tonight we have the evening reception. It's in the grass pool area. There is a pool. There is some artificial grass, I think. On the fifth floor, straight after this plenary session, these joiners, there is food, there are non-alcoholic beverages available and there is a bar for anyone who feels like purchasing an alcoholic drink. These also, as you leave, not before the reception, but when you leave the reception, drop your badge here so we can account for all of them. And with this, I think I'd like to thank the panel. I'd like to thank all of you here and really, I want to say, we started this morning to remember Salim and I want to say, with our actions and not just with our words, let's make Sabine proud in what we do. Thank you. Tracy doesn't want to, but I think Tracy, you have the final word to close our session. Tina, thank you, everyone. Tina had done it all, really, thanking everyone for the hard work that has gone into this, especially after four years of not having BNC days. I think it has been an amazing day. I don't know how you feel, but personally I'm proud of what you've done. And I want to thank the partners, especially the host partners and the contributing partners who have been saying the locals as they are here. A lot of time has gone into meetings to plan this. We thank you so much for the new partners joining in. And as Bettina says, I hope we put this into practice. The session that I was in this morning, afternoon, actually, was not ending. We needed another hour to have these conversations. So let the conversations keep going. Let the messaging from this event feed into other conversations. We are going to collect all the messages from the sessions and clear our phones and the person behind there. We'll be sharing the messages on the website and sharing them with all of you. We have also live streamed the closing panel and the opening panels. They are on YouTube. The links will be available to watch. But let's continue engaging in these cases. Let us continue to be bold because we are talking about very uncomfortable issues. So we have to confront these conversations as we have said. Until we meet next year at the next day and see days and we hope we'll have success stories to tell other than just coming to meet. So I thank you very much and I wish you a lovely reception. Get to network to meet to know each other and keep connecting.