No one can be free unless he is independent. Therefore, the first active manifestations of the child's individual liberty must be so… — Maria Montessori Copy Share Image
The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special… — Maria Montessori Copy Share Image
The exercises of practical life are formative activities, a work of adaptation to the environment. Such adaptation to the environment and efficient… — Maria Montessori Copy Share Image
It is almost possible to say that there is a mathematical relationship between the beauty of his surroundings and the activity of… — Maria Montessori Copy Share Image
...we discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in… — Maria Montessori Copy Share Image
We do not believe in the educative power of words and commands alone, but seek cautiously, and almost without the child's knowing… — Maria Montessori Copy Share Image
If a child finds no stimuli for the activities which would contribute to his development, he is attracted simply to 'things' and… — Maria Montessori Copy Share Image
Bring the child to the consciousness of his own dignity, and he will be free. We see no limit to what should… — Maria Montessori Copy Share Image
How does he achieve this independence? He does it by means of a continuous activity. How does he become free? By means… — Maria Montessori Copy Share Image
When mental development is under discussion, there are many who say, 'How does movement come into it? We are talking about the… — Maria Montessori Copy Share Image
Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement… — Maria Montessori Copy Share Image
The task of the educator lies in seeing that the child does not confound good with immobility, and evil with activity, as… — Maria Montessori Copy Share Image
The activity of the child has always been looked upon as an expression of his vitality. — Maria Montessori Copy Share Image
Under the urge of nature and according to the laws of development, though not understood by the adult, the child is obliged… — Maria Montessori Copy Share Image
Watch the unending activity of the flowing stream or the growing tree. See the breakers of the ocean, the unceasing movements of… — Maria Montessori Copy Share Image
A child in his earliest years, when he is only two or a little more, is capable of tremendous achievements simply through… — Maria Montessori Copy Share Image
We must support as much as possible the child's desires for activity; not wait on him, but educate him to be independent. — Maria Montessori Copy Share Image
Praise, help, or even a look, may be enough to interrupt him, or destroy the activity. It seems a strange thing to… — Maria Montessori Copy Share Image
My vision of the future is no longer of people taking exams and proceeding from secondary school to University but of passing… — Maria Montessori Copy Share Image
Growth and psychic development are therefore guided by: the absorbent mind, the nebulae and the sensitive periods, with their respective mechanisms. It… — Maria Montessori Copy Share Image
The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her… — Maria Montessori Copy Share Image
The role of education is to interest the child profoundly in an external activity to which he will give all his potential — Maria Montessori Copy Share Image
An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That… — Maria Montessori Copy Share Image
Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission. — Maria Montessori Copy Share Image
To assist a child we must provide him with an environment which will enable him to develop freely. — Maria Montessori Copy Share Image
The undisciplined child enters into discipline by working in the company of others; not being told he is naughty.” “Discipline is, therefore, primarily a… — Maria Montessori Copy Share Image
When you have solved the problem of controlling the attention of the child, you have solved the entire problem of its education. — Maria Montessori Copy Share Image
It is exactly in the repetition of the exercises that the education of the senses exists; not that the child shall know colors, forms… — Maria Montessori Copy Share Image
Adults look upon a child as something empty that is to be filled through their own efforts, as something inert and helpless for which… — Maria Montessori Copy Share Image
The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this… — Maria Montessori Copy Share Image
The teacher's task is not a small easy one! She has to prepare a huge amount of knowledge to satisfy the child's mental hunger.… — Maria Montessori Copy Share Image
Education is a work of self-organization by which man adapts himself to the conditions of life. — Maria Montessori Copy Share Image
The possibility of observing the developments of the psychical life of the child as natural phenomena and experimental reactions transforms the school itself in… — Maria Montessori Copy Share Image
Never help a child with a task that they feel they can complete themselves. — Maria Montessori Copy Share Image
