Education is a work of self-organization by which man adapts himself to the conditions of life.
MARIA MONTESSORIThe adolescent must never be treated as a child, for that is a stage of life that he has surpassed.
More Maria Montessori Quotes
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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.
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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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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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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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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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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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Suddenly, the child becomes very sensitive to the rudeness and humiliations which he had previously suffered with patient indifference.
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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 person who is developing freely and naturally arrives at a spiritual equilibrium in which he is master of his actions, just as one who has acquired physical poise can move freely.
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The greatest sign of success for a teacher… is to be able to say, ‘The children are now working as if I did not exist.’
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Free the child’s potential, and you will transform him into the world.
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The selfsame procedure which zoology, a branch of the natural sciences, applies to the study of animals, anthropology must apply to the study of man; and by doing so, it enrolls itself as a science in the field of nature.
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We recommend for the training of teachers not only a considerable artistic education in general but special attention to the art of reading.
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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 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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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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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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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 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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My system is to be considered a system leading up, in a general way, to education. It can be followed not only in the education of little children from three to six years of age, but can be extended to children up to ten years of age.
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To aid life, leaving it free, however, that is the basic task of the educator.
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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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Once we have lived, the inner spark of vision does the rest.
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The acquisitions he has made are such that we can say the child who enters school at three is an old man.
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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.
MARIA MONTESSORI