When the child goes out, it is the world itself that offers itself to him. Let us take the child out to show him real things instead of making objects which represent ideas and closing them up in cupboards.
When the children had completed an absorbing bit of work, they appeared rested and deeply pleased. It almost seemed as if a road had opened up within their souls that led to all their latent powers, revealing the better part of themselves. They exhibited a great affability to everyone, put themselves out to help others and seemed full of good will.
The real preparation for education is a study of one's self. The training of the teacher...is something far more than a learning of ideas. It includes the training of character; it is a preparation of the spirit.
A vital force is active in every individual and leads it towards its own evolution.
The child has other powers than ours, and the creation he achieves is no small one; it is everything.
Work is necessary; it can be nothing less than a passion; a person is happy in accomplishment.
It is not enough for the teacher to love the child. She must first love and understand the universe. She must prepare herself, and truly work at it.
Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas.
The hands are the instruments of man’s intelligence.
We cannot know the consequences of suppressing a child's spontaneity when he is just beginning to be active. We may even suffocate life itself. That humanity which is revealed in all its intellectual splendor during the sweet and tender age of childhood should be respected with a kind of religious veneration. It is like the sun which appears at dawn or a flower just beginning to bloom. Education cannot be effective unless it helps a child to open up himself to life.
I have studied the child. I have taken what the child has given me and expressed it and that is what is called the Montessori method.
Scientific observation then has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.
A child's character develops in accordance with the obstacles he has encountered... or the freedom favoring his development that he has enjoyed.
Establishing lasting peace is the work of education; all politics can do is keep us out of war.
Social grace, inner discipline and joy. These are the birthright of the human being who has been allowed to develop essential human qualities.
To stimulate life, leaving it then free to develop, to unfold, herein lies the first task of the teacher.
Only practical work and experience lead the young to maturity.
Discipline must come through liberty.
We must clearly understand that when we give the child freedom and independence, we are giving freedom to a worker already braced for action, who cannot live without working and being active.
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 child’s progress does not depend only on his age, but also on being free to look around him.
No social problem is as universal as the oppression of the child
Education today, in this particular social period, is assuming truly unlimited importance. And the increased emphasis on its practical value can be summed up in one sentence: education is the best weapon for peace.
The child is an enigma… He has the highest potentialities, but we do not know what he will be.
Let us treat them [children], therefore, with all the kindness which we would wish to help to develop in them.
Follow AzQuotes on Facebook, Twitter and Google+. Every day we present the best quotes! Improve yourself, find your inspiration, share with friends
or simply: