Quote

If I am going up a ladder, and a dog begins to bite at my ankles, I can do one of two things - either turn round and kick out at the it, or simply go on up the ladder. I prefer to go up the ladder!

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
Challenges
Bites
Turn
Kick
Simply
Kicks
Either
Round
Turns
Prefer
Ankles
Two
Rounds
Ladder
Going
Begins
Ladders
Things
Dog
Bite

More quotes by Maria Montessori

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When dealing with children there is greater need for observing than of probing
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Let us treat them [children], therefore, with all the kindness which we would wish to help to develop in them.
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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.
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Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.
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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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A teacher, therefore, who would think that he could prepare himself for his mission through study alone would be mistaken. The first thing required of a teacher is that he be rightly disposed for his task.
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To teach details is to bring confusion to establish the relationship between things is to bring knowledge.
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There should be music in the child's environment, just as there does exist in the child's environment spoken speech. In the social environment the child should be considered and music should be provided.
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Do not offer the child the content of the mind, but the order for that content.
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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.
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Concentration is the key that opens up to the child the latent treasures within him.
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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.
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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.
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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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Growth comes from activity, not from intellectual understanding.
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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.
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The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!
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Education, as conceived today, is something separated both from biological and social life.
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The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities.
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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.
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