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.
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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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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The ability to see reality in form, in color, in proportion, to be master of the movements of one’s own hand – that is what is necessary.
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With man, the life of the body depends on the life of the spirit.
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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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The maternal duty of suckling her own children, prescribed to mothers by hygienists, is based on a physiological principle: the mother’s milk nourishes an infant more perfectly than any other.
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Establishing lasting peace is the work of education; all politics can do is keep us out of war.
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The first idea the child must acquire is that of the difference between good and evil.
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The task of the educator lies in seeing that the child does not confound good with immobility and evil with activity.
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Never help a child with a task at which he feels he can succeed.
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The consciousness of knowing how to make oneself useful, how to help mankind in many ways, fills the soul with noble confidence, almost religious dignity.
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We are not created only to enjoy the world, we are created in order to evolve the cosmos.
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It is better to treat an adolescent as if he had greater value than he actually shows than as if he had less and let him feel that his merits and self-respect are disregarded.
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One test of the correctness of educational procedure is the happiness of the child.
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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 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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There is need to realize the value of work in all its forms whether manual or intellectual, to be called ‘mate,’ to have sympathetic understanding of all forms of activity.
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The study of expression ought to form a part of the study of psychology, but it also comes within the province of anthropology because the habitual, life-long expressions of the face determine the wrinkles of old age, which are distinctly an anthropological characteristic.
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Early childhood education is the key to the betterment of society.
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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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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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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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The greatest development is achieved during the first years of life, and therefore it is then that the greatest care should be taken. If this is done, then the child does not become a burden; he will reveal himself as the greatest marvel of nature.
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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!
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We await the successsive births in the soul of the child. We give all possible material, that nothing may lack to the groping soul, and then we watch for the perfect faculty to come, safeguarding the child from interruption so that it may carry its efforts through.
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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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At 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.
MARIA MONTESSORI