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Montessori Greeting Cards and Large Prints:
 A New Way of Teaching Public about the
Montessori Philosophy. 

Dr. Montessori's Quotes

(For your refrence only)

Some of the Dr. Montessori's Quotes that I have used in my products:

 

  • The child is truly a miraculous being and this should be felt deeply by the educator.
  • The skill of man’s hand is bound up with the development of his mind, and in the light of history we see it connected wit the development of civilization.
  • As soon as children find something that interests them, they lose their instability and learn to concentrate
  • The child can only develop by means of experience in his environment.
  • No social problem is as universal as oppression of the child.The didactic materials control every error. It is precisely in these errors that the educational importance of the materials lies.
  • The essential thing is to arouse such an interest that it engages the child’s whole personality.
  • It is true we cannot make a genius. We can only give each individual the chance to fulfill his potential possibilities to become an independent, secure and balance human being.
  • 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 order, a feeling loftier than any interest and more satisfying.
  • The first aim of the prepared environment is, as far as it is possible, to render the growing child independent from the adult.
  • We must support as much as possible the child’s desires for activity, not wait on him, but educate him to be independent.
  • Education is a natural process carried out by the human individual, and is acquired not by listening to words, but by experiences in the environment.
  • 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.
  • The role of education is to interest the child profoundly in an external activity to which he will give all of his potential.
  • A child’s sensitivity to order may be notified even in the first months of his existence.
  • Allowing the child to observe, to explore and to follow his normal interests is a form of respect towards the child.
  • Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity, which is derived from a sense of independence.
  • Psychologists have often affirmed that if your own adult ability be compared with the child we should need sixty years hard work to do what he does in three.
  • It is not enough for the teacher to restrict oneself of loving and understanding the child, one must first love and understand the universe.
  • The child is both hope and a promise for mankind.
  • Respect all the reasonable forms of activity in which the child engages and try to understand them.
  • M y vision of the future is no longer of people taking exams and proceeding from secondary school to University but of passing from one stage of independence to a higher, by means of their own activity and effort of will.
  • Education is not something which the teacher does. It is a natural process which develops spontaneously.
  • 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.
  • We have seen children totally change as they acquire a love for things and as their sense of order, discipline and self-control develops within them as a manifestation of their freedom.
  • Let us give the child a vision of the whole universe… for all things are part of the universe, and are connected with each other to form one whole unity.
  • 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.
  • In brief, the teacher’s principle duty in the school may be described as follows: She should explain the use of material. She is the main connecting link between the material, that is the objects, and the child.
  • Discipline is born when the child concentrates his attention on some objects that attracts him and provides him not only with a useful exercise but with a control of error.
  • The roots of every plant seek out, from among the many substances which the soil contains, only those which they need.
  • We are all a single organism, one nation.
  • During this early period, education must be understood as a help to the unfolding of the child’s inborn psychic powers. This means that we cannot use the orthodox methods of teaching, which depends on talk.
  • The child can only develop by means of experience in his environment.
  • To change a generation or a nation, we must look to the child, who is omnipotent.
  • As soon as children find something that interests them they lose their instability and learn to concentrate.
  • The first essential for the children development is concentration. The child who concentrates is immensely happy.
  • Establishing lasting peace is the work of education.
  • The human being is a united whole, but this unity has to be built up and formed by active experiences in the real world, to which it is lead by the laws of the nature.
  • The roots of every plant seek out, from among the many substances which the soil contains, only those which they need.
  • Allowing the child to observe, to explore and to follow his normal interests is a form of respect towards the child.
  • To change a generation or a nation, we must look to the child, who is omnipotent.
  • The secret of good teaching is to regard the child’s intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination.”
  • The secret of good teaching is to regard the child’s intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination.
  • The hands are the instruments of man's intelligence.
  • The child is endowed with unknown powers, which can guide us to a radiant future. If what we want is a new world, then education must take as its aim the development of these hidden possibilities.
  • 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.
  • Whoever touches the life of the child touches the most sensitive point of a whole, which has roots in the most distant past and climbs toward the infinite future.
  • The role of education is to interest the child profoundly in an external activity to which he will give all of his potential.
  • 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 she refine her senses through an exercise of attention, comparison and judgment.
  • Do not erase the designs the child makes in the soft wax of his inner life.
  • There is a part of a child's soul that has always been unknown but which must be known. With a spirit of sacrifice and enthusiasm we must go in search, like those who travel to foreign lands and tear up mountains in their search for hidden gold.
  • 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 becomes a person through work.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.
  • The more the capacity to concentrate is developed, the more often the profound tranquility in work is achieved, then the clearer will be the manifestation of discipline within the child.
  • The education of the senses makes men observers.
  • The training of the teacher who is to help life is something far more than the learning of ideas. It includes the training of character; it is a preparation of the spirit.
  • 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.
  • Let us take the child out to show him real things instead of making objects which represent ideas and closing them up in cupboards.
  • The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.
  • There is no description, no image in any book that is capable of replacing the sight of real trees, and all of the life to be found around them in a real forest.
  • Growth comes from activity, not from intellectual understanding.
  • One test of the correctness of educational procedure is the happiness of the child itself.
  • Children show a great attachment to the abstract subjects when they arrive at them through manual activity. They proceed to fields of knowledge hitherto held inaccessible to them, as grammar and mathematics.
  • The role of education is to interest the child profoundly in an external activity to which he will give all of his potential.
  • We see no limit to what should be offered to the child, for his will be an immense field of chosen activity.
  • Our goal is not so much the imparting of knowledge as the unveiling and developing of spiritual energy.
  • Education is not something which the teacher does. It is a natural process which develops spontaneously.
  • Averting war is the work of politicians; establishing peace is the work of education.
  • We must help the child to liberate himself from his defects without making him feel his weakness.

 
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