We teachers can only help the work going on, as servants wait upon a master.
MARIA MONTESSORIMoral Education is the source of that spiritual equilibrium on which everything else depends and which may be compared to that physical equilibrium or sense of balance, without which it is impossible to stand upright or to move into any other position.
More Maria Montessori Quotes
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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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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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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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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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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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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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Early childhood education is the key to the betterment of 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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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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Suddenly, the child becomes very sensitive to the rudeness and humiliations which he had previously suffered with patient indifference.
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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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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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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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Once we have lived, the inner spark of vision does the rest.
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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 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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It is surprising to notice that even from the earliest age, man finds the greatest satisfaction in feeling independent. The exalting feeling of being sufficient to oneself comes as a revelation.
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Joy, feeling one’s own value, being appreciated and loved by others, feeling useful and capable of production are all factors of enormous value for the human soul.
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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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When the child begins to think and to make use of the written language to express his rudimentary thinking, he is ready for elementary work; and this fitness is a question not of age or other incidental circumstance but of mental maturity.
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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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If help and salvation are to come, they can only come from the children, for the children are the makers of men.
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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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We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being.
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The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!
MARIA MONTESSORI