The needs of mankind are universal. Our means of meeting them create the richness and diversity of the planet. The Montessori child should come to relish the texture of that diversity.
There can be no substitute for work, neither affection nor physical well-being can replace it.
The exercises of practical life are formative activities, a work of adaptation to the environment. Such adaptation to the environment and efficient functioning therein is the very essence of a useful education.
A child is mysterious and powerful; And contains within himself the secret of human nature.
An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads him to self-mastery.
Never help a child with a task that they feel they can complete themselves.
It is true that we cannot make a genius. We can only give to teach child the chance to fulfil his potential possibilities.
We shall walk together on this path of life, for all things are a part of the universe, and are connected with each other to form one whole unity. This idea helps the mind of the child to become fixed, to stop wandering in an aimless quest for knowledge. He is satisfied, having found the universal centre of himself with all things.
It is the child who makes the man, and no man exists who was not made by the child he once was.
The essence of independence is to be able to do something for one’s self.
The greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.
The development of the child during the first three years after birth is unequaled in intensity and importance by any period that precedes or follows in the whole life of the child.
The work of education is divided between the teacher and the environment.
The child builds his inmost self out of the deeply held impressions he receives.
Sometimes very small children in a proper environment develop a skill and exactness in their work that can only surprise us.
An education capable of saving humanity is no small undertaking; it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.
Order is one of the needs of life which, when it is satisfied, produces a real happiness
Concentration is the key that opens up to the child the latent treasures within him.
The environment itself will teach the child, if every error he makes is manifest to him, without the intervention of a parent of teacher, who should remain a quiet observer of all that happens.
Work is necessary; it can be nothing less than a passion; a person is happy in accomplishment.
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.
All our handling of the child will bear fruit, not only at the moment, but in the adult they are destined to become.
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.
Childhood constitutes the most important element in an adult's life, for it is in his early years that a man is made.
A vital force is active in every individual and leads it towards its own evolution.
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