An unconscious mind can be full of intelligence. One will find this type of intelligence in every being, and every insect has it.
MARIA MONTESSORIThe 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.
More Maria Montessori Quotes
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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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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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Observation, very general and wide-spread, has shown that small children are endowed with a special psychic nature. This shows us a new way of imparting education!
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If intelligence is the triumph of life, the spoken word is the marvellous means by which this intelligence is manifested.
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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 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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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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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 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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The development of language is part of the development of the personality, for words are the natural means of expressing thoughts and establishing understanding between people.
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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 teachers can only help the work going on, as servants wait upon a master.
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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.
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To aid life, leaving it free, however, that is the basic task of the educator.
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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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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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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 consciousness of knowing how to make oneself useful, how to help mankind in many ways, fills the soul with noble confidence, almost religious dignity.
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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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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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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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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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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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Moral 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.
MARIA MONTESSORI