Maria Montessori Quotes

The hand is, in the highest degree, a human characteristic. It is man's organ of grasp and of the sense of touch, while in animals these two functions are relegated to the mouth.
The man of character is the persistent man, the man who is faithful to his own word, his own convictions, his own affections.
The maternal duty of suckling her own children, prescribed to mothers by hygienists, is based on a physiological principle: the mother's milk nourishes an infant more perfectly than any other.
The person who is developing freely and naturally arrives at a spiritual equilibrium in which he is master of his actions, just as one who has acquired physical poise can move freely.
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.
The purpose of life is to obey the hidden command which ensures harmony among all and creates an ever better world. We are not created only to enjoy the world, we are created in order to evolve the cosmos.
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.
The 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.
The social relations which are the basis of the reproduction of the species are founded upon the continuous union of parents in marriage.
The study of expression ought to form a part of the study of psychology, but it also comes within the province of anthropology because the habitual, life-long expressions of the face determine the wrinkles of old age, which are distinctly an anthropological characteristic.
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.
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.
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.
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. Once we have lived, the inner spark of vision does the rest.
Travel stories teach geography; insect stories lead the child into natural science; and so on. 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.
We all know the sense of comfort of which we are conscious when a good half of the floor space in a room is unencumbered; this seems to offer us the agreeable possibility of moving about freely.
We await the successsive births in the soul of the child. We give all possible material, that nothing may lack to the groping soul, and then we watch for the perfect faculty to come, safeguarding the child from interruption so that it may carry its efforts through.
We recommend for the training of teachers not only a considerable artistic education in general but special attention to the art of reading.
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.
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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Maria Montessori
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