We teachers can only help the work going on, as servants wait upon a master.
MARIA MONTESSORIIf help and salvation are to come, they can only come from the children, for the children are the makers of men.
More Maria Montessori Quotes
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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 respect and protection of woman and of maternity should be raised to the position of an inalienable social duty and should become one of the principles of human morality.
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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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Through machinery, man can exert tremendous powers almost as fantastic as if he were the hero of a fairy tale. Through machinery, man can travel with an ever increasing velocity; he can fly through the air and go beneath the surface of the ocean.
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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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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 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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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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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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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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It is fortunate, I think, that nature is not bounded by human reason and by laboratory work and experimentation, for by the laws of pure reason and by microscopic investigation, it might easily have been proved, long before this, that children could not be born.
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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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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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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, 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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With man, the life of the body depends on the life of the spirit.
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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 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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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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Now, what really makes a teacher is love for the human child; for it is love that transforms the social duty of the educator into the higher consciousness of a mission.
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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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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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To aid life, leaving it free, however, that is the basic task of the educator.
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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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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.
MARIA MONTESSORI