Maria Montessori Quotes
The child's conquests of independence are the basic steps in what is called his 'natural development'.
The development of the child during the first three years after birth is unequaled in intensity and importance by any period that precedes or follows in the whole life of the child.
If help and salvation are to come they can only come from the children, for the children are the makers of men.
Watching a child makes it obvious that the development of his mind comes through his movements.
The child, in fact, once he feels sure of himself, will no longer seek the approval of authority after every step.
The environment itself will teach the child, if every error he makes is manifest to him, without the intervention of a parent of teacher, who should remain a quiet observer of all that happens.
The instructions of the teacher consist then merely in a hint, a touch-enough to give a start to the child. The rest develops of itself.
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.
The essential thing is to arouse such an interest that it engages the child’s whole personality.
Beauty lies in harmony, not in contrast; and harmony is refinement; therefore, there must be a fineness of the senses if we are to appreciate harmony.
The teacher, when she begins work in our schools, must have a kind of faith that the child will reveal himself through work.
The greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.
The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil.
Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.
No one can be free unless he is independent. Therefore, the first active manifestations of the child's individual liberty must be so guided that through this activity he may arrive at independence.
The child is the spiritual builder of mankind, and obstacles to his free development are the stones in the wall by which the soul of man has become imprisoned.
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.
Concentration is the key that opens up to the child the latent treasures within him.
We must, therefore, quit our roles as jailers and instead take care to prepare an environment in which we do as little as possible to exhaust the child with our surveillance and instruction
The adult ought never to mold the child after himself, but should leave him alone and work always from the deepest comprehension of the child himself.
The activity of the child has always been looked upon as an expression of his vitality.
The word education must not be understood in the sense of teaching but of assisting the psychological development of the child.
The greatest step forward in human evolution was made when society began to help the weak and the poor, instead of oppressing and despising them.
An adult who does not understand that a child needs to use his hands and does not recognize this as the first manifestation of an instinct for work can be an obstacle to the child's development
Two things are necessary, the development of individuality and the participation of the individual in a truly social life.
If children are allowed free development and given occupation to correspond with their unfolding minds their natural goodness will shine forth.
Solicitous care for living things affords satisfaction to one of the most lively instincts of the child's mind. Nothing is better calculated than this to awaken an attitude of foresight.
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.
Our goal is not so much the imparting of knowledge as the unveiling and developing of spiritual energy.
No one who has ever done anything really great or successful has ever done it simply because he was attracted by what we call a 'reward' or by the fear of what we call a 'punishment.'
Concentration is a part of life. It is not the consequence of a method of education.
If a child finds no stimuli for the activities which would contribute to his development, he is attracted simply to 'things' and desires to posses them.
Environment is undoubtedly a secondary factor in the phenomena of life; it can modify in that it can help or hinder, but it can never create.
A great deal of time and intellectual force are lost in the world, because the false seems great and the truth so small and insignificant.
Work is necessary; it can be nothing less than a passion; a person is happy in accomplishment.
