Maria Montessori Dre Quotations

Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.

The child is essentially alien to this society of men and might express his position in the words of the Gospel: My kingdom is not of this world

An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That is to say, his training must be such as shall help him to diminish as much as possible the social bonds which limit his activity.

One who has drunk at the fountain of spiritual happiness says good-by of his own accord to the satisfactions that come from a higher professional status ... What is the greatest sign of success for a teacher thus transformed? It is to be able to say, "The children are now working as if I did not exist.

No adult can bear a child’s burden or grow up in his stead.

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.

It is not the child as a physical but as a psychic being that can provide a strong impetus to the betterment of mankind. It is the spirit of the child that can determine the course of human progress and lead it perhaps even to a higher form of civilization.

It is easy to substitute our will for that of the child by means of suggestion or coercion; but when we have done this we have robbed him of his greatest right, the right to construct his own personality.

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.

The objects in our system are instead a help to the child himself, he chooses what he wants for his own use, and works with it according to his own needs, tendencies and special interests. In this way, the objects become a means of growth.

If a child finds no stimuli for the activities which would contribute to his development, he is attracted simply to 'things' and desires to posses them.

The child's conquest of independence begins with his first introduction to life. While he is developing, he perfects himself and overcomes every obstacle that he finds in his path. A vital force is active within him, and this guides his efforts towards their goal. It is a force called the 'horme', by Sir Percy Nunn.

The child endures all things.

With younger children the greatest reward is to be able to pass on to a new stage in each subject. It is a punishment to a young child not to be allowed to use the apparatus but to sit still and do nothing.

Bring the child to the consciousness of his own dignity and he will feel free.

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.

Children must grow not only in the body but in the spirit, and the mother longs to follow the mysterious spiritual journey of the beloved one who to-morrow will be the intelligent, divine creation, man.

In the vivid description of the Gospel, it would seem that we must help the Christ hidden in every poor man, in every prisioner, in every sufferer. But if we paraphrased the marvelous scene and applied it to the child, we should find that Christ goes to help all men in the form of the child.

Since it is through movement that the will realises itself, we should assist a child in his attempts to put his will into act.

The prize and punishments are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them.

The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher; this is the book which must inspire her actions . . .

The child's true constructive energy, a dynamic power, has remained unnoticed for thousands of years. Just as men have trodden the earth, and later tilled its surface, without thought for the immense wealth hidden in its depths, so the men of our day make progress after progress in civilized life, without noticing the treasures that lie hidden in the psychic world of infancy.

Within the child lies the fate of the future. Whoever wishes to confer some benefit on society must preserve him from deviations and observe his natural ways of acting. A child is mysterious and powerful and contains within himself the secret of human nature.

If education recognizes the intrinsic value of the child's personality and provides an environment suited to spiritual growth, we have the revelation of an entirely new child whose astonishing characteristics can eventually contribute to the betterment of the world.

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 placed in order . . .

One of the great problems facing men is their failure to realize the fact that a child possesses an active psychic life even when he cannot manifest it, and that the child must secretly perfect this inner life over a long period of time.

How does he achieve this independence? He does it by means of a continuous activity. How does he become free? By means of constant effort. we know that development results from activity. The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.

The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.

Red RodsBefore elaborating any system of education, we must therefore create a favorable environment that will encourage the flowering of a child's natural gifts. All that is needed is to remove the obstacles. And this should be the basis of, and point of departure for, all future education. The first thing to be done, therefore, is to discover the true nature of a child and then assist him in his normal development.

In the psychological realm of relationship between teacher and child, the teacher's part and its techniques are analogous to those of the valet; they are to serve, and to serve well: to serve the spirit.

Knowing what we must do is neither fundamental nor difficult, but to comprehend which presumptions and vain prejudices we must rid ourselves of in order to be able to educate our children is most difficult.

We must, therefore, quit our roles as jailers and instead take care to prepare an environment in which we do as little as possible to exhaust the child with our surveillance and instruction

Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.

To give a child liberty is not to abandon him to himself.

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.

The teacher, when she begins work in our schools, must have a kind of faith that the child will reveal himself through work.

We seek to sow life in the child rather than theories, to help him in his growth, mental and emotional as well as physical, and for that we must offer grand and lofty ideas to the human mind,

Children are not only sensitive to silence, but also to a voice which calls them ... Out of that silence.

It is in the encounter of the maternal guiding instincts with the sensitive periods of the newly born that conscious love develops between parent and child.

Sometimes very small children in a proper environment develop a skill and exactness in their work that can only surprise us.

The ‘absorbent mind’ welcomes everything, puts its hope in everything, accepts poverty equally with wealth, adopts any religion and the prejudices and habits of its countrymen, incarnating all in itself. This is the child!

The social rights of children must be recognized so that a world suited to their needs may be constructed for them. The greatest crime that society commits is that of wasting the money which it should use for children on things that will destroy them and society itself as well.

We must therefore turn to the child as to the key to the fate of our future life.

The child seeks for independence by means of work; an independence of body and mind.

The greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.

Adults have not understood children or adolescents and they are, as a consequence, in continual conflict with them.

At one year of age the child says his first intentional wordhis babbling has a purpose, and this intention is a proof of conscious intelligenceHe becomes ever more aware that language refers to his surroundings, and his wish to master it consciously becomes also greater.Subconsciously and unaided, he strains himself to learn, and this effort makes his success all the more astonishing.

No social problem is as universal as the oppression of the child ... No slave was ever so much the property of his master as the child is of his parent ... Never were the rights of man ever so disregarded as in the case of the child.

The child has other powers than ours, and the creation he achieves is no small one; it is everything.

By the age of three, the child has already laid down the foundations of his personality as a human being, and only then does he need the help of special scholastic influences. So great are the conquests he has made that one may well say: the child who goes to school at three is already a little man.

The child is much more spiritually elevated than is usually supposed. He often suffers, not from too much work, but from work that is unworthy of him.

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.

If we really want children to grow into independent and resourceful adults, we should stop pouring their milk as soon as they have learned to pour it themselves and stop fastening their buttons as soon as they can fasten them without help.

This is education, understood as a help to life; an education from birth, which feeds a peaceful revolution and unites all in a common aim, attracting them as to a single centre. Mothers, fathers, politicians: all must combine in their respect and help for this delicate work of formation, which the little child carries on in the depth of a profound psychological mystery, under the tutelage of an inner guide. This is the bright new hope for mankind.

We do not believe in the educative power of words and commands alone, but seek cautiously, and almost without the child's knowing it, to guide his natural activity.

Rewards and punishments, to speak frankly, are the desk of the soul, that is, a means of enslaving a child's spirit, and better suited to provoke than to prevent deformities.

Adults look upon a child as something empty that is to be filled through their own efforts, as something inert and helpless for which they must do everything, as something lacking an inner guide and in constant need of inner direction. . . . An adult who acts in this way, even though he may be convinced that he is filled with zeal, love, and a spirit of sacrifice on behalf of his child, unconsciously suppresses the development of the child's own personality.

If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying.

The word education must not be understood in the sense of teaching but of assisting the psychological development of the child.

The child’s parents are not his makers but his guardians.

Education demands, then, only this: the utilization of the inner powers of the child for his own instruction.

The unknown energy that can help humanity is that which lies hidden in the child.

The child, in fact, once he feels sure of himself, will no longer seek the approval of authority after every step.

When dealing with children there is greater need for observing than of probing

The activity of the child has always been looked upon as an expression of his vitality.

Do not erase the designs the child makes in the soft wax of his inner life.

A child starts from nothing and advances alone. It is the child's reason about which the sensitive periods revolve. The reason provides the initial force and energy, and a child absorbs his first images to assist the reason and act on it.

No one can be free unless he is independent. Therefore, the first active manifestations of the child's individual liberty must be so guided that through this activity he may arrive at independence.

How can we speak of Democracy or Freedom when from the very beginning of life we mould the child to undergo tyranny, to obey a dictator? How can we expect democracy when we have reared slaves? Real freedom begins at the beginning of life, not at the adult stage. These people who have been diminished in their powers, made short-sighted, devitalized by mental fatigue, whose bodies have become distorted, whose wills have been broken by elders who say: "your will must disappear and mine prevail!"-how can we expect them, when school-life is finished, to accept and use the rights of freedom?

There are many things which no teacher can convey to a child of three, but a child of five can do it with ease.

It is necessary, then, to give the child the possibility of developing according to the laws of his nature, so that he can become strong, and, having become strong, can do even more than we dared hope for him.

Great tact and delicacy is necessary for the care of the mind of a child from three to six years, and an adult can have very little of it.

Never help a child with a task that they feel they can complete themselves.

The great constructive energies of the child ... have hitherto been concealed beneath an accumulation of ideas concerning motherhood. We used to say it was the mother who formed the child; for it is she who teaches him to walk, talk, and so on. But none of this is really done by the mother. It is an achievement of the child. What the mother brings forth is the baby, but it is the baby who produces the man. Should the mother die, the baby still grows up and completes his work of making the man.

It is exactly in the repetition of the exercises that the education of the senses exists; not that the child shall know colors, forms or qualities, but that he refine his senses through an exercise of attention, comparison and judgment.

Watching a child makes it obvious that the development of his mind comes through his movements.

At about a year and a half, the child discovers another fact, and that is that each thing has its own name.

The laws governing the universe can be made interesting and wonderful to the child, more interesting even that things in themselves, and he begins to ask: What am I? What is the task of man in this wonderful universe? Do we merely live here for ourselves, or is there something more for us to do? Why do we struggle and fight? What is good and evil? Where will it all end?

The instructions of the teacher consist then merely in a hint, a touch-enough to give a start to the child. The rest develops of itself.

But an adult if he is to provide proper guidance, must always be calm and act slowly so that the child who is watching him can clearly see his actions in all their particulars.

When a child is given a little leeway, he will at once shout, "I want to do it!" But in our schools, which have an environment adapted to children's needs, they say, "Help me to do it alone." And these words reveal their inner needs.

The adult works to improve his environment while the child works to improve himself.

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.

Concentration is the key that opens up to the child the latent treasures within him.

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 children are now working as if I did not exist.

The child is the spiritual builder of mankind, and obstacles to his free development are the stones in the wall by which the soul of man has become imprisoned.

The undisciplined child enters into discipline by working in the company of others; not being told he is naughty.” “Discipline is, therefore, primarily a learning experience and less a punitive experience if appropriately dealt with.

The child can only develop fully by means of experience in his environment. We call such experience 'work'.

What advice can we give to new mothers? Their children need to work at an interesting occupation: they should not be helped unnecessarily, nor interrupted, once they have begun to do something intelligent.

Freedom without organization of work would be useless. The child left free without means of work would go to waste, just as a new-born baby, if left free without nourishment, would die of starvation.The organization of the work, therefore, is the cornerstone of this new structure of goodness [in education], but even that organization would be in vain without the liberty to make use of it.

To have a vision of the cosmic plan, in which every form of life depends on directed movements which have effects beyond their conscious aim, is to understand the child's work and be able to guide it better.

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.

To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom.

The child builds his inmost self out of the deeply held impressions he receives.

The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects; it is the child who is active, and not the teacher.

A child's character develops in accordance with the obstacles he has encountered... or the freedom favoring his development that he has enjoyed.

But if for the physical life it is necessary to have the child exposed to the vivifying forces of nature, it is also necessary for his psychical life to place the soul of the child in contact with creation.

It is the child who makes the man, and no man exists who was not made by the child he once was.

A child's work is to create the person she/he will become.