Maria Montessori was an Italian physician, educator, philosopher, humanitarian and devout Catholic; she is best known for her philosophy and the Montessori method of education of children from birth to adolescence. Her educational method is in use today in a number of public as well as private schools throughout the world.
Let this list of 88 quotations by the Italian educator Maria Montessori lead you to an inspirational day. Recharge yourself with motivational child, education, life sayings, and satisfy your hunger for a better life.
What are the best Maria Montessori quotes?
We've made this hand-picked collection of quotes to show you what is Maria Montessori truly willing to say and leave for generations. Whether an inspirational quote or a motivational message about giving your best, we can all benefit from the wisdom, captured within these words.
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 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.'
Never help a child with a task at which he feels he can succeed.
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.
To aid life, leaving it free, however, that is the basic task of the educator.
Establishing lasting peace is the work of education; all politics can do is keep us out of war.
Never help a child with a task at which he feels he can succeed.
If help and salvation are to come, they can only come from the children, for the children are the makers of men.
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.
With man, the life of the body depends on the life of the spirit.
Free the child's potential, and you will transform him into the world.
It is by developing the individual that he is prepared for that wonderful manifestation of the human intelligence, which drawing constitutes. The ability to see reality in form, in color, in proportion, to be master of the movements of one's own hand - that is what is necessary.
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.
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.
Discipline must come through liberty.
We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined.
The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil; and the task of the educator lies in seeing that the child does not confound good with immobility, and evil with activity.
There is in every child a painstaking teacher, so skilful that he obtains identical results in all children in all parts of the world. The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!
The teacher, when she begins work in our schools, must have a kind of faith that the child will reveal himself through work.
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.
The child's mind is not the type of mind we adults possess.
If we call our type of mind the conscious type, that of the child is an unconscious mind. Now an unconscious mind does not mean an inferior mind. An unconscious mind can be full of intelligence. One will find this type of intelligence in every being, and every insect has it.
Personal health is related to self-control and to the worship of life in all its natural beauty - self-control bringing with it happiness, renewed youth, and long life.
Times have changed, and science has made great progress, and so has our work;
but our principles have only been confirmed, and along with them our conviction that mankind can hope for a solution to its problems, among which the most urgent are those of peace and unity, only by turning its attention and energies to the discovery of the child and to the development of the great potentialities of the human personality in the course of its formation.
The social relations which are the basis of the reproduction of the species are founded upon the continuous union of parents in marriage.
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.
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.
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.
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.
My system is to be considered a system leading up, in a general way, to education. It can be followed not only in the education of little children from three to six years of age, but can be extended to children up to ten years of age.
It is surprising to notice that even from the earliest age, man finds the greatest satisfaction in feeling independent. The exalting feeling of being sufficient to oneself comes as a revelation.
Books are mute as far as sound is concerned.
It follows that reading aloud is a combination of two distinct operations, of two 'languages.' It is something far more complex than speaking and reading taken separately by themselves.
The task of the educator lies in seeing that the child does not confound good with immobility, and evil with activity, as often happens in old-time discipline . . . A room in which all the children move about usefully, intelligently, and voluntarily, without committing any rough or rude act, would seem to me a classroom very well disciplined indeed.
Imagination does not become great until human beings, given the courage and the strength, use it to create.
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.
We recommend for the training of teachers not only a considerable artistic education in general but special attention to the art of reading.
Woman was always the custodian of human sentiment, morality and honour, and in these respects, man always has yielded woman the palm.
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.
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.
To consider the school as a place where instruction is given is one point of view. But, to consider the school as a preparation for life is another. In the latter case, the school must satisfy all the needs of life.
If we can, when we have established individual discipline, arrange the children, sending each one to his own place, in order, trying to make them understand the idea that thus placed they look well, and that it is a good thing to be thus placed in order, that it is a good and pleasing arrangement in the room, this ordered and tranquil adjustment of theirs -- then their remaining in their places, quiet and silent, is the result of a species of lesson, not an imposition. To make them understand the idea, without calling their attention too forcibly to the practice, to have them assimilate a principle of collective order -- that is the important thing.
What is a scientist? We give the name scientist to the type of man who has felt experiment to be a means guiding him to search out the deep truth of life, to lift a veil from its fascinating secrets, and who, in this pursuit, has felt arising within him a love for the mysteries of nature, so passionate as to annihilate the thought of himself.
How can any one paint who cannot grade colors? How can any one write poetry who has not learnt to hear and see?
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.
The child, merely by going on with his life, learns to speak the language belonging to his race. It is like a mental chemistry that takes place in the child.
If the whole of mankind is to be united into one brotherhood, all obstacles must be removed so that men, all over the surface of the globe, should be as children playing in a garden.
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.
When you have solved the problem of controlling the attention of the child, you have solved the entire problem of its education.
A child in his earliest years, when he is only two or a little more, is capable of tremendous achievements simply through his unconscious power of absorption, though he is himself still immobile. After the age of three he is able to acquire a great number of concepts through his own efforts in exploring his surroundings. In this period he lays hold of things through his own activity and assimilates them into his mind.
Indeed there are powers in the small child that are far greater than is generally realized, because it is in this period that the construction, the building-up, of man takes place, for at birth, psychically speaking, there is nothing at all - zero!
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.