If education is protection to life, you will realize that it is necessary that education accompany life during its whole course.
MARIA MONTESSORIWoman was always the custodian of human sentiment, morality and honour, and in these respects, man always has yielded woman the palm.
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.
MARIA MONTESSORI -
Free the child’s potential, and you will transform him into the world.
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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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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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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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To aid life, leaving it free, however, that is the basic task of the educator.
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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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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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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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With man, the life of the body depends on the life of the spirit.
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Early childhood education is the key to the betterment of society.
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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 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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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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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.
MARIA MONTESSORI






