We are not created only to enjoy the world, we are created in order to evolve the cosmos.
MARIA MONTESSORIThere 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.
More Maria Montessori Quotes
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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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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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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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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 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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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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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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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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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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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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Education is a work of self-organization by which man adapts himself to the conditions of life.
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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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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 chief symptom of adolescence is a state of expectation, a tendency towards creative work, and a need for the strengthening of self-confidence.
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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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One test of the correctness of educational procedure is the happiness of the child.
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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 -
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.
MARIA MONTESSORI -
To confer the gift of drawing, we must create an eye that sees, a hand that obeys, a soul that feels; and in this task, the whole life must cooperate. In this sense, life itself is the only preparation for drawing.
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Noble ideas, great sentiments have always existed and have always been transmitted, but wars have never ceased.
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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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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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When you have solved the problem of controlling the attention of the child, you have solved the entire problem of its education.
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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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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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The task of the educator lies in seeing that the child does not confound good with immobility and evil with activity.
MARIA MONTESSORI