Maria Montessori Quotes Quotes

Establishing lasting peace is the work of education; all politics can do is keep us out of war.
Free the child's potential, and you will transform him into the world.
If an educational act is to be efficacious, it will be only that one which tends to help toward the complete unfolding of life. To be thus helpful it is necessary rigorously to avoid the arrest of spontaneous movements and the imposition of arbitrary tasks.
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?
If help and salvation are to come, they can only come from the children, for the children are the makers of men.
Never help a child with a task at which he feels he can succeed.
One test of the correctness of educational procedure is the happiness of the child.
The first idea the child must acquire is that of the difference between good and evil.
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."
The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!
The task of the educator lies in seeing that the child does not confound good with immobility and evil with activity.
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.
To aid life, leaving it free, however, that is the basic task of the educator.
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.
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.
We especially need imagination in science. It is not all mathematics, nor all logic, but it is somewhat beauty and poetry.
We teachers can only help the work going on, as servants wait upon a master.
All the movements of our body are not merely those dictated by impulse or weariness; they are the correct expression of what we consider decorous. Without impulses, we could take no part in social life; on the other hand, without inhibitions, we could not correct, direct, and utilize our impulses.
All work is noble; the only ignoble thing is to live without working. 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.
At three years of age, the child has already laid the foundations of the human personality and needs the special help of education in the school. 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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Maria Montessori
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