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.
MARIA MONTESSORIFree the child’s potential, and you will transform him into the world.
More Maria Montessori Quotes
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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?
MARIA MONTESSORI -
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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Woman was always the custodian of human sentiment, morality and honour, and in these respects, man always has yielded woman the palm.
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Indeed there are powers in the small child that are far greater than is generally realized, because it is in this period that the construction, the building-up, of man takes place, for at birth, psychically speaking, there is nothing at all – zero!
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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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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 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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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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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 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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No, the child is the builder of man. There is no man existing who has not been formed by the child he once was.
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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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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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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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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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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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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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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 first idea the child must acquire is that of the difference between good and evil.
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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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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 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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All work is noble; the only ignoble thing is to live without working.
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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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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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The purpose of life is to obey the hidden command which ensures harmony among all and creates an ever better world.
MARIA MONTESSORI