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The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil.
Maria Montessori
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Maria Montessori
Age: 81 †
Born: 1870
Born: August 31
Died: 1952
Died: May 6
Inventor
Lecturer
Mathematician
Pedagogue
Philosopher
Physician
Psychiatrist
Psychologist
Teacher
Maria Tecla Artemisia Montessori
First
Difference
Must
Differences
Children
Child
Good
Evil
Idea
Montessori
Order
Disciplined
Ideas
Actively
Firsts
Acquire
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Only practical work and experience lead the young to maturity.
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Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.
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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.
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To consider the school as a place where instruction is given is one point of view. But, to consider the school as a preparation for life is another. In the latter case, the school must satisfy all the needs of life.
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He who is served is limited in his independence.
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The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six.
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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.
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When dealing with children there is greater need for observing than of probing
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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.
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The child endures all things.
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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.
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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.
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In nature nothing creates itself and nothing destroys itself.
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When we want to infuse new ideas, to modify or better the habits and customs of a people, to breathe new vigor into its national traits, we must use the children as our vehicle for little can be accomplished with adults.
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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.
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The hand is the prehensile organ of the mind.
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Only when the child is able to identify its own center with the center of the universe does education really begin.
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A child's character develops in accordance with the obstacles he has encountered... or the freedom favoring his development that he has enjoyed.
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The child has a mind able to absorb knowledge. He has the power to teach himself.
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Concentration is the key that opens up to the child the latent treasures within him.
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