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?
MARIA MONTESSORIThe 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.
More Maria Montessori Quotes
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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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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 purpose of life is to obey the hidden command which ensures harmony among all and creates an ever better world.
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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 child is not an empty being who owes whatever he knows to us who have filled him up with it.
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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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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.
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The hand is, in the highest degree, a human characteristic. It is man’s organ of grasp and of the sense of touch, while in animals these two functions are relegated to the mouth.
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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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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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Establishing lasting peace is the work of education; all politics can do is keep us out of war.
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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 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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Education is a work of self-organization by which man adapts himself to the conditions of life.
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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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To aid life, leaving it free, however, that is the basic task of the educator.
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Personal health is related to self-control and to the worship of life in all its natural beauty – self-control bringing with it happiness, renewed youth, and long life.
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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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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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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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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.
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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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The child who concentrates is immensely happy.
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One test of the correctness of educational procedure is the happiness of the 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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The man of character is the persistent man, the man who is faithful to his own word, his own convictions, his own affections.
MARIA MONTESSORI