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.
MARIA MONTESSORIThe child, merely by going on with his life, learns to speak the language belonging to his race. It is like a mental chemistry that takes place in the child.
More Maria Montessori Quotes
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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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The ancient superficial idea of the uniform and progressive growth of the human personality has remained unaltered, and the erroneous belief has persisted that it is the duty of the adult to fashion the child according to the pattern required by society.
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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 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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The development of language is part of the development of the personality, for words are the natural means of expressing thoughts and establishing understanding between people.
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How can any one paint who cannot grade colors? How can any one write poetry who has not learnt to hear and see?
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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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All work is noble; the only ignoble thing is to live without working.
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The child, merely by going on with his life, learns to speak the language belonging to his race. It is like a mental chemistry that takes place in the child.
MARIA MONTESSORI -
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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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 man of character is the persistent man, the man who is faithful to his own word, his own convictions, his own affections.
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This is the age in which language and movement develop. The child must be safeguarded in order that these activities may develop freely.
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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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Noble ideas, great sentiments have always existed and have always been transmitted, but wars have never ceased.
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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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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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Travel stories teach geography; insect stories lead the child into natural science; and so on.
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An unconscious mind can be full of intelligence. One will find this type of intelligence in every being, and every insect has it.
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I have for many years interested myself in the study of children from three years upwards. Many have urged me to continue my studies on the same lines with older children. But what I have felt to be most vital is the need for more careful and particularized study of the tiny child.
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There are two ‘faiths’ which can uphold humans: faith in God and faith in oneself. And these two faiths should exist side by side: the first belongs to one’s inner life, the second to one’s life in society.
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If an educational act is to be efficacious, it will be only that one which tends to help toward the complete unfolding of life. To be thus helpful it is necessary rigorously to avoid the arrest of spontaneous movements and the imposition of arbitrary tasks.
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Woman was always the custodian of human sentiment, morality and honour, and in these respects, man always has yielded woman the palm.
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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.
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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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Never help a child with a task at which he feels he can succeed.
MARIA MONTESSORI