The child’s mind is not the type of mind we adults possess. If we call our type of mind the conscious type, that of the child is an unconscious mind. Now an unconscious mind does not mean an inferior mind.
MARIA MONTESSORIThe hand is, in the highest degree, a human characteristic. It is man’s organ of grasp and of the sense of touch, while in animals these two functions are relegated to the mouth.
More Maria Montessori Quotes
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If the whole of mankind is to be united into one brotherhood, all obstacles must be removed so that men, all over the surface of the globe, should be as children playing in a garden.
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Travel stories teach geography; insect stories lead the child into natural science; and so on.
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Personal health is related to self-control and to the worship of life in all its natural beauty – self-control bringing with it happiness, renewed youth, and long life.
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Temptation, if it is not to conquer, must not fall like a bomb against another bomb of instantaneous moral explosions, but against the strong walls of an impregnable fortress strongly built up, stone by stone, beginning at that distant day when the foundations were first laid.
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The possibility of observing the developments of the psychical life of the child as natural phenomena and experimental reactions transforms the school itself in action into a kind of scientific laboratory for the psychogenetic study of man.
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My system is to be considered a system leading up, in a general way, to education. It can be followed not only in the education of little children from three to six years of age, but can be extended to children up to ten years of age.
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If intelligence is the triumph of life, the spoken word is the marvellous means by which this intelligence is manifested.
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The social relations which are the basis of the reproduction of the species are founded upon the continuous union of parents in marriage.
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No, the child is the builder of man. There is no man existing who has not been formed by the child he once was.
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It is by developing the individual that he is prepared for that wonderful manifestation of the human intelligence, which drawing constitutes.
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To confer the gift of drawing, we must create an eye that sees, a hand that obeys, a soul that feels; and in this task, the whole life must cooperate. In this sense, life itself is the only preparation for drawing.
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The child who concentrates is immensely happy.
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We teachers can only help the work going on, as servants wait upon a master.
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There can be no ‘graduated exercises in drawing’ leading up to an artistic creation. That goal can be attained only through the development of mechanical technique and through the freedom of the spirit.
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Moral Education is the source of that spiritual equilibrium on which everything else depends and which may be compared to that physical equilibrium or sense of balance, without which it is impossible to stand upright or to move into any other position.
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Dependence is not patriotism. A man does not love his mother if he hangs about her to the point of burdening her with a weak, feckless son.
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In the first three years of life, the foundations of physical and also of psychic health are laid. In these years, the child not only increases in size but passes through great transformations.
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If help and salvation are to come, they can only come from the children, for the children are the makers of men.
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All work is noble; the only ignoble thing is to live without working.
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Suddenly, the child becomes very sensitive to the rudeness and humiliations which he had previously suffered with patient indifference.
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The adolescent must never be treated as a child, for that is a stage of life that he has surpassed.
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Books are mute as far as sound is concerned. It follows that reading aloud is a combination of two distinct operations, of two ‘languages.’ It is something far more complex than speaking and reading taken separately by themselves.
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Man is capable of every great heroism; it was man who found a means of conquering the formidable obstacles of his environment, establishing himself lord of the earth, and laying the foundations of civilization.
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We cannot create observers by saying ‘observe’, but by giving them the power and the means for this observation and these means are procured through education of the senses.
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We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being.
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Observation, very general and wide-spread, has shown that small children are endowed with a special psychic nature. This shows us a new way of imparting education!
MARIA MONTESSORI