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.
MARIA MONTESSORIIf intelligence is the triumph of life, the spoken word is the marvellous means by which this intelligence is manifested.
More Maria Montessori Quotes
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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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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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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.
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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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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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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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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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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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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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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.
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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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The adolescent must never be treated as a child, for that is a stage of life that he has surpassed.
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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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Travel stories teach geography; insect stories lead the child into natural science; and so on.
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One test of the correctness of educational procedure is the happiness of the child.
MARIA MONTESSORI