The task of the educator lies in seeing that the child does not confound good with immobility and evil with activity.
MARIA MONTESSORIAt three years of age, the child has already laid the foundations of the human personality and needs the special help of education in the school.
More Maria Montessori Quotes
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Speech is one of the marvels that characterize man, and also one of the most difficult spontaneous creations that have been accomplished by nature.
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All work is noble; the only ignoble thing is to live without working.
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The child is not an empty being who owes whatever he knows to us who have filled him up with it.
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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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If intelligence is the triumph of life, the spoken word is the marvellous means by which this intelligence is manifested.
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Never help a child with a task at which he feels he can succeed.
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If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man’s future. For what is the use of transmitting knowledge if the individual’s total development lags behind?
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We all know the sense of comfort of which we are conscious when a good half of the floor space in a room is unencumbered; this seems to offer us the agreeable possibility of moving about freely.
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It is not true that I invented what is called the Montessori Method… I have studied the child; I have taken what the child has given me and expressed it, and that is what is called the Montessori Method.
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One test of the correctness of educational procedure is the happiness of the child.
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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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When the child begins to think and to make use of the written language to express his rudimentary thinking, he is ready for elementary work; and this fitness is a question not of age or other incidental circumstance but of mental maturity.
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If the ways of the Almighty are not humanly logical, it is not the fault of the Almighty but of the limitations of human logic.
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The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.
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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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It would be so simple to allow children, when tired of sitting, to rise, and when tired of writing, to desist, and then their bones would not be twisted.
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It is surprising to notice that even from the earliest age, man finds the greatest satisfaction in feeling independent. The exalting feeling of being sufficient to oneself comes as a revelation.
MARIA MONTESSORI -
The teacher, in short, can use reading to introduce her pupils to the most varied subjects; and the moment they have been thus started, they can go on to any limit guided by the single passion for reading.
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If education is protection to life, you will realize that it is necessary that education accompany life during its whole course.
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The chief symptom of adolescence is a state of expectation, a tendency towards creative work, and a need for the strengthening of self-confidence.
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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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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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To aid life, leaving it free, however, that is the basic task of the educator.
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The child who concentrates is immensely happy.
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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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It is by developing the individual that he is prepared for that wonderful manifestation of the human intelligence, which drawing constitutes.
MARIA MONTESSORI